Bismarck Aug 2019 Coaching Feedback

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Coaches Engaging Peers in Coaching Feedback:

Coaches Engaging Peers in Coaching Feedback Steve Barkley August 2019

Slide2:

School Change Source: Model developed by Stephen Barkley Change in Leadership Behavior Change in PLC and Peer Coaching Change in Teaching Behavior Change in Student Behavior Student Achievement

Planning backwards from desired student learning outcomes leads educators to identify::

Planning backwards from desired student learning outcomes leads educators to identify: The required student production behaviors Possible teacher actions and behaviors to generate and support student production behaviors Collaborative teacher learning options (Professional Learning Communities) Key roles for teacher leaders and instructional coaches Administrator/Leadership roles to build capacity throughout the school

Continuous Collaborative Improvement:

Continuous Collaborative Improvement

Teaching in a Learning Community:

Teaching in a Learning Community Teaching is a Team Sport Teaching is a Public Act

Slide6:

My Work My Time Design together Implement individually Shared responsibility for student achievement Helping each other Modify Individual Behavior Consensus on implementation Individual Franchise Team Vulnerability Trust Vulnerability ACTION Trust

Coaching From the Teacher’s Goals:

Coaching From the Teacher’s Goals Coaching from the Teacher’s Agenda ACADEMICS - knowledge and skills to be successful in school and life. LIFE SKILLS - aptitude, attitude and skills to lead responsible, fulfilling and respectful lives. Difference Maker - Innovator, Reflective Thinker, Collaborator, Critical Thinker, Responsible Thinker

Coach-Principal Partnership:

Coach-Principal Partnership It is critical that coach and principal function as a team and are seen by staff as being “on the same page.” A teacher should discover that as she implements changes discussed with a coach, her principal notices and reinforces those efforts. It should be obvious to the staff that issues addressed in their faculty meetings align with topics of PLC and coaching conversations sparked by the coach.

How Will Coaching Support School, PLC, and Teacher Goals? How Will Evidence Impact Decisions?:

How Will Coaching Support School, PLC, and Teacher Goals? How Will Evidence Impact Decisions? https://barkleypd.com/blog/identifying-evidence-student-growth/ https://barkleypd.com/blog/checking-progress-on-school-improvement-plans/

Implementing the plan:

Implementing the plan

Planning Backwards to Action:

Planning Backwards to Action

Types of Feedback (Hatti and Zierer):

Types of Feedback ( Hatti and Zierer ) Self Level – personal and evaluation. Lacks information. “That was great!” “You worked hard” Task Level – feedback on performance. Right/Wrong. “Here are the questions you asked.” “Here are the student behaviors at the centers.” “There was more student voice than teacher voice.” Process Level – feedback on the process needed to generate the successful outcome. “A pre-assessment would help you match tasks to learner needs.” “Identifying and modelling the collaborative behaviors supported the students.” Self-regulation – teacher requests and gathers feedback. “Did the learning activity work? How do you know?” What caused that?”

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Making Suggestions Phrase Positively Clear and Specific Congruent Pay-off

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Payoff Cost

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Approval H.I.P. Personalize Cite the Specifics

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Organizing Observations for Teacher Feedback and Reflection

Respond to Resistance with Support:

Respond to Resistance with Support Unqualified Totally agree Qualified Agree with limits Support for something else Disagree/private Accept Reinforce Accept part Give limits Accept right to opinion Support something else

Supporting Statement :

Supporting Statement The pacing guides and testing schedules make no sense considering our students missing skills and language needs.

The pacing guides and testing schedules make no sense considering our students’ missing skills and language needs.:

The pacing guides and testing schedules make no sense considering our students’ missing skills and language needs. Unqualified Totally agree Qualified Agree with limits Support for something else Disagree/private You are right. You’ll never meet the requirements in time. What do you want to do? The suggested schedule is very demanding. What would you identify as the most important success (goals) for which students? Your students have very individual and demanding needs. By setting goals that you present to school leadership you can gain their support and confidence in your plan.

Let’s Practice Supporting:

Let’s Practice Supporting What statement might you hear during coaching activities? What are different choices we have for responding?

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