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Instructional Coaching Professional Learning Communities School Improvement All With the End in Mind
Instructional CoachingProfessional Learning
CommunitiesSchool Improvement
AllWith the End in Mind
Stephen G. BarkleyExecutive Vice President
Performance Learning Systems
twitter.com/stevebarkley
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What is the definition of student achievement that drives your work?
Student Achievement
Learning and Innovation SkillsLearning and innovation skills increasingly are being recognized as those that separate students who are prepared for a more and more complex life and work environment in the 21st century, and those who are not. A focus on creativity, critical thinking, communication and collaboration is essential to prepare students for the future.
But once the task called for “even rudimentary cognitive skill,” a larger reward “led to poorer
performance.”
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Tough Choices orTough Times
• This is a world in which a very high level of preparation in reading, writing, speaking, mathematics, science, literature, history, and the arts will be an indispensable foundation …….
• …comfort with ideas and abstractions is the passport to the good life, in which high levels of education—a very different kind of education than most of us have had– are going to be the only security there is.
TOUGH CHOICES ORTOUGH TIMES
.…comfort with ideas and abstractions is the passport to the good life, in which high levels of education—a very different kind of education than most of us have had– are going to be the only security there is.
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STUDENT ACHIEVEMENT GOALS
• ACADEMICS - knowledge and skills to be successful in school and life.
• LIFE SKILLS - aptitude, attitude and skills to lead responsible, fulfilling and respectful lives.
•RESPONSIBILITY TO THE COMMUNITY - attributes that contribute to an effective and productive community and the common good of all.
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Student Changes
What student behaviors, choices, effort, and performance are precursors to the student achievement that you seek?
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Teacher Changes
What changes must occur in individual staff/teacher practices to generate the changes we seek in students?
Teacher Behaviors
• Teach it!
• Model it
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Staff RelationshipsAre there changes that need to occur in the way that staff members work with each other (staff relationships) in order for the desired individual staff member changes to occur?
If so, describe.
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Teacher Relationships• Parallel Play• Adversarial Relationships• Congenial Relationships• Collegial Relationships
Roland S. BarthRelationships Within the SchoolhouseASCD 2006
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5. How do you see your role in the changing behaviors of students, teachers, teacher leaders, and administrator?
YOU
Changes Needed to Improve Student Achievement
4. What are the behaviors/practices of school leadership that are necessary to initiate, motivate, and support these changes?
3. Are there changes that need to occur in the way that staff members work with each other in order for the desired individual staff members changes to occur?
3. Are there changes that need to occur in the way that staff members work with each other in order for the desired individual staff members changes to occur?
2. What changes must occur in individual staff/teacher practices to generate the changes you seek in students?What changes must occur in parent practices to generate the changes you seek in students?
2. What changes must occur in individual staff/teacher practices to generate the changes you seek in students?What changes must occur in parent practices to generate the changes you seek in students?
1. What are the changes in student behavior, performance, choices, effort, etc., that you believe are precursors to the improvement in student learning that you seek?
1. What are the changes in student behavior, performance, choices, effort, etc., that you believe are precursors to the improvement in student learning that you seek?
Instructional Coaching
EVALUATIONOutside Criteria
MENTORING
PEER COACHINGTeacher’s Choice
SUPERVISION
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UnconsciouslyTalented
UnconsciouslyUnskilled
ConsciouslyUnskilled
ConsciouslySkilled
Unconsciously Skilled
Gordon’s (1974) Skill Development Ladder
Gordon’s SkillDevelopment Ladder
The Art of Teaching
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Learning Dip
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Trusting the Roles
Teacher
AdministratorCoach
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AppraiseConsider one area of teacher practice that is crucial to your desired student achievement. Rank your classrooms along this continuum.
1 2 3 4 5 6 7 8 9 10 11 12
Most FullChange ImplementationNeeded
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Analysis
• Identify classrooms in your school that must change the most to reach full implementation of your vision for learning.
• Describe in detail the observable student behaviors.
• Describe in detail the observable teacher behaviors.
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Evaluation/Appraisal
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What’s needed?Who provides it?
EVALUATIONOutside Criteria
SUPERVISION
MENTORING
PEER COACHINGTeacher’s Choice
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Pre-Observation Conference
Observation
Post Observation Conference
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The Environmental Influences
Closed OpenQ uestion Contro ls
d irectionAnsw er Contro ls
d irection
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CLOSED ENVIRONMENT• Right/Wrong• One Way• Sequence• Skills• Test• Control• Authority• Quick Fix
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OPEN ENVIRONMENT• Uncover Thinking• Opinions• Problem Solving• Creativity• Critical Thinking• Discussion• Emotions/Feeling• Counseling
The Environmental Influences
Closed OpenQ uestion Controls
d irectionAnsw er Contro ls
d irectionRight/Wrong
One Way
Sequence
Skills
Test
Control
Authority
Quick Fix
Uncover Thinking
Opinions
Problem Solving
Creativity
Critical Thinking
Discussion
Emotions/Feeling
Counseling
Creative Personalized
Focus
Agenda
Vision - M ission
Strategy - Curricu lum
Tactics - Lesson Plan
Operations - Teaching Skills
Evaluative
LISTENING TEST
• You believe that . . . . . . . . . . .
• My focus is . . . . . . . . . . . . . . .
• I should notice . . . . . . . . . . . .
Observation Form
Making Suggestions
• Phrase Positively
• Clear and Specific
• Congruent
• Pay-off
Payoff
Cost
Com plim ent
PraiseApproval
Approval
• H.I.P.
• Personalize
• Cite the Specifics
Observation Form
How Administrators Support Peer CoachingTechnicalCoaching
StaffDevelopment
CollegialCoaching
Relationships
ChallengeCoaching
Solutions & Opportunitie
sRobert J. Garmston (1987)
Conversations
• When students have learning difficulties, what do you hear teachers say?
• What do you see teachers do?
• What is the common pattern in classrooms where teachers are missing sufficient alternative teaching strategies?
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Conversations
• What strategies are most teachers using to assist students needing remediation?
• How are various grade levels/departments similar and different in their efforts to build student success?
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Conversations
• What relationships exist between teachers’ expectations and their approach to instruction?
• What three teacher behaviors, if implemented or increased, could have the biggest impact on student achievement at your school?
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Conversations
• In a nutshell, what has the impact of the coaching program been so far?
• What percentage of teachers do you believe are willing to experiment with currently unused strategies to improve student achievement? How much effort should the leadership in your school invest in this? Why?
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Conversations• What options exist for motivating staff to join in
coaching for increasing student achievement?
• What risks do we run to try? What risk if we don’t?
• Timeline and plan.
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Questions for Life
Questions for Life
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Induction
Questions for Life
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Perceptions
Perceptions
Perceptions
Perception
Analysis
Questions for Life
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Perception Perception
Same/Different
Questions for Life
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Friends
AA B
Questions for Life
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Questions for Life
Appraisal / Evaluation(Same/Different)
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Questions for Life
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Questions for Life
• Listen as Steve thinks through the questions he might use…
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• A teacher tells you that she believes reading aloud is an important component of reading workshop time, but she doesn’t use it often because the students don’t listen during the reading. They fidget and are seldom able to respond to questions she asks.
Practice Questions for Life
• It is midyear and teachers are testing their students. A teacher comes to you because he is very concerned about students’ scores…
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• Select a teacher in your school who might approach you with this concern. Select questions you might wish to use.
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EvaluateCreative
Vision – MissionStrategy – CurriculumTactics – Lesson Plan
Operations – Teaching Skills
Personalized
Agenda
Focus
Confirmatory Paraphrase
• Fact
• Attitude/Feeling
• Intention
• Commitment
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• COACH: That was a difficult lesson.
• COACHEE: It’s frustrating to put so much time into planning a lesson and then not have it go well.
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PracticeTEACHER: My students won’t read an
assignment so I don’t see how I can do anything other than present information in class hoping they will remember some of it.
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• TEACHER: My students won’t read an assignment so I don’t see how I can do anything other than present information in class hoping they will remember some of it.
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• Fact
• You have not been able to get many of the students to work outside of class.
• TEACHER: My students won’t read an assignment so I don’t see how I can do anything other than present information in class hoping they will remember some of it.
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• Feeling
• You are worried that presenting information in class won’t get the student achievement that you want.
• TEACHER: My students won’t read an assignment so I don’t see how I can do anything other than present information in class hoping they will remember some of it.
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• Attitude• If students read
outside of class you would teach very differently.
• You want to find a way to get them to read outside of class.
Gripes to Goals
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• Too many students don’t care about their grades… there is no way to motivate them to work. Failing them isn’t a threat.
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• You have a strong desire for your students to do well.
• Grades just don’t seem to be it.
• You see a need to find a different way to motivate your students.
Gripes to Goals
• I can’t deal with all the different levels of students in my class.
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• You believe that it is important to differentiate your instruction.
• You’d like to know ways to increase your differentiation.
Gripes to Goals
How are these used in your role?
• Presenting
• Training
• Facilitating
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Presenting
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Training
ConsiderExperimentPractice
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Facilitating
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P
P
P
Consulting: Knowing when to use each role
•Presenting•Training
•Facilitating
My Work
My Time
Design together
Implement individually
Shared responsibility for student
achievementHelping
each other
Modify Individual Behavior,
Consensus on implementation
Individual
Franchise Team
Vulnerability Trust
Vulnerability Trust
ACTION
My Work
My Time
Design together
Implement individually
Shared responsibility for student
achievementHelping
each other
Modify Individual Behavior,
Consensus on implementation
ACTION
Individual
Franchise Team
Vulnerability Trust
COACHING A NEW SKILL
Select a skill or proficiency that you could train to others. Outline the activities you’d use
to teach that skill.
KEY ELEMENTS
• Knowledge• Model• Practice• Observation with
feedback• Ongoing coaching
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UnconsciouslyTalented
UnconsciouslyUnskilled
ConsciouslyUnskilled
ConsciouslySkilled
Unconsciously Skilled
Gordon’s (1974) Skill Development Ladder
Gordon’s SkillDevelopment Ladder
The Art of Teaching
KNOWLEDGE
Why Research
Formal
Informal
How to Complex to simple
MODEL
PRACTICE
SAFE ENVIRONMENT
FEEDBACK
Twenty to thirty repetitions over an eight to ten week
period.
Two Opportunities forObservation with Feedback
Practice Environment:
ex. Workshops
Classroom Situations: ex. Coaching
Joyce/Showers ResearchTraining Components and Attainment of Outcomes
in Terms of Percent of Participants
Components
Study of Theory
Demonstrations
Practice
Peer Coaching
Beverly Joyce and Bruce Showers (2002) Student Achievement Through Staff Development 3rd Edition. Ch. 5: Designing Training and Peer Coaching: Our Needs for Learning. Alexandria, VA: Association for Supervision and Curriculum Development
Knowledge
(thorough)
10
30
60
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Skill (strong)
5
20
60
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Transfer (executive implementation)
0
0
5
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— OUTCOMES —
Understanding the Connection…
In order to see the link between teacher behavior and student achievement, let’s use an example of:
Higher Order Questioning Strategies
Examine the relationship between students and teacher in questioning
Higher Order Questioning: Skill Analysis
Teacher Behavior 1 (T1):
Write questions into plans and start asking questions in class discussion
Student Response 1 (S1):
Confusion, Reluctant to respond
T1:Write questions, start
asking;
T2:Continue asking,
increase wait time, model thinking;
S1:Confusion, reluctant to
respond;
S2:Attempt to answer posed
questions;
T1:Write questions,start asking;
T2:Continue asking,
increase wait time, model thinking;
T3:Provides
encouragement, probing, pausing;
S1:Confusion, reluctant to respond;
S2:Attempt to answer posed questions;
S3:Successfully responds;
T1:Write questions, start asking;
T2:Continue asking, increase wait time, model thinking;
T3:Provides encouragement, probing, pausing;
T4:Withhold recognition for correct answers, cause students to assess each other and dialogue;
S1:Confusion, reluctant to respond;
S2:Attempt to answer posed questions;
S3:Successfully responds;
S4:Students debate;
T1:Write questions, start asking;
T2:Continue asking, increase wait time, model thinking;
T3:Provides encouragement, probing, pausing;
T4:Withhold recognition for correct answers, cause students to assess each other and dialogue;
T5:Provide supportive and conflicting data;
S1:Confusion, reluctant to respond;
S2:Attempt to answer posed questions;
S3:Successfully responds;
S4:Students debate;
S5:Students pose higher level questions;
Teacher Behavior Changes
Student Responses
Professional Development in Teacher Behavior…
…leads to student achievement
