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Coaching for Change

Coaching for Change. “To coach means to convey a valued colleague from where he or she is to where he or she wants to be.” - Garmston. Carolyn Stuart October 2010. Learning Outcomes…. to explore how leaders can be effective change managers in classrooms

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Coaching for Change

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  1. Coaching for Change “To coach means to convey a valued colleague from where he or she is to where he or she wants to be.” - Garmston Carolyn Stuart October 2010

  2. Learning Outcomes… • to explore how leaders can be • effective change managers in • classrooms • unpack the practical steps leaders might take to work alongside teachers in their classrooms in the role of coach Carolyn Stuart October 2010

  3. Committed staff Decile 8 500 students Progressive BoT Conservative Community Enthusiastic kids Carolyn Stuart October 2010

  4. Leadership Structure Carolyn Stuart October 2010

  5. Underlying Principles • the only person’s behaviour you • can change is your own • there is no greater gift you can • give someone than to allow them • to talk their way to understanding Carolyn Stuart October 2010

  6. How I changed my behaviour… • became like the teacher I used to • be • began meeting with all teachers • every 5-6 weeks • gave myself the goal of visiting at • least 3 teachers’ classrooms a day Carolyn Stuart October 2010

  7. Knowing what I know now this is what I’d do… • let the teachers and kids know how • and why I was changing my practice • stop beating myself up when things • don’t go according to the plan! Carolyn Stuart October 2010

  8. Buy a book… Carolyn Stuart October 2010

  9. First observation… Spend time in each class and make a list of positives and negatives for each teacher. Carolyn Stuart October 2010

  10. Schedule appointments for all teachers… “This is a chance to talk about how it is going and to find out how I might help you with your practice.” Carolyn Stuart October 2010

  11. First meeting… So tell me how is it going? How are you finding your class? Positives and advice about practice (Get them to go first and only fill in important gaps!!!) Carolyn Stuart October 2010

  12. Set a non-judgmental observational focus … What are you currently focussing on as a teacher? What data might I gather, when I am in your room, to help you with this? Carolyn Stuart October 2010

  13. Ideas for non-judgmental feedback… Co-construct questions to ask kids: What is the purpose of this learning? Why is it important for you to know this? Why are you doing this learning? How will you know when you’ve learnt it? What are you expected to be doing? Are you doing it? What are the expected behaviours in this room at this time? What about noise level? How helpful do you find the teacher’s instructions in knowing what to do? Any advice? Carolyn Stuart October 2010

  14. Ideas for non-judgmental feedback… ‘Running records’ of what is happening in class: Q = question R = response E = explanation I = instruction P = paraphrase Carolyn Stuart October 2010

  15. Ideas for non-judgmental feedback… Telly charts: Connecting /Disconnecting behaviours Which students are called upon to answer (position and frequency)? Carolyn Stuart October 2010

  16. Classroom Observations: Date: Time: Learning Intention: Timetable: Actual: Details of activity (if relevant) Carolyn Stuart October 2010

  17. Has it been effective? Student Achievement Carolyn Stuart October 2010

  18. Has it been effective? Changed teacher practice Carolyn Stuart October 2010

  19. Has it been effective? Increased Leader Understanding Carolyn Stuart October 2010

  20. The Role of Coach To coach means to convey a valued colleague from where he or she is to where he or she wants to be. - Costa and Garmston Carolyn Stuart October 2010

  21. Coaching Tips Source: Joan Dalton/David Anderson • Listening set asides • Autobiographical listening • Inquisitive listening • Solution listening And ‘not “But” Another thought… Help me understand what you mean by… It appears to me that… • The Language of Possibility • What might…? • How might…? • Why might…? Carolyn Stuart October 2010

  22. Coaching Scaffolds Source: Joan Dalton/David Anderson Li P P I LiPPI sten ause Get araphrase nquire Paraphrase Source: Bob Garmston/ David Anderson Carolyn Stuart October 2010

  23. Coaching Scaffolds Source: Glasser Questions What do you want? What are you doing? Is it working? What kind of ?? person/teacher do you want to be? Carolyn Stuart October 2010

  24. Learning Outcomes… • to explore how leaders can be • effective change managers in • classrooms • unpack the practical steps leaders might take to work alongside teachers in their classrooms in the role of coach Carolyn Stuart October 2010

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