Instructional Coaching With The End in Mind

1. Instructional Coaching With The End in Mind Steve Barkley

3. Select a desired student outcome for achievement ____________________ What student behaviors are critical for students to reach this outcome? What teacher behaviors are most likely to create these desired student behaviors?

4. Analysis Identify classrooms in your school that are closest to full implementation of your vision for learning. • Describe in detail the observable student behaviors. • Describe in detail the observable teacher behaviors.

5. 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.

6. Appraise Consider 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 Full Change Implementation Needed

7. Evaluation/Appraisal • Select one skill set that you believe is most important. __________________ • Rank teachers according to this system: • Unwilling • Unaware • Getting Ready • Started • Developing

8. Gordon’s SkillDevelopment LadderThe Art of Teaching Unconsciously Talented Unconsciously Skilled Consciously Skilled Consciously Unskilled Unconsciously Unskilled Gordon’s (1974) Skill Development Ladder

9. Instructional Coaching EVALUATION Outside Criteria MENTORING SUPERVISION PEERCOACHING Teacher’sChoice

10. Heavy CoachingJoellenKillionLearning Forward Steve Barkley

11. Coaching Light Coaching light occurs when coaches want to build and maintain relationships more than they want to improve teaching and learning. From this perspective, coaches may act to increase their perceived value to teachers by providing resources and avoiding challenging conversations. They may provide demonstration lessons, share curriculum materials, or facilitate learning without holding an expectation that teachers apply the learning in their classrooms.

12. Coaching Heavy From a teacher’s perspective, coaching heavy feels heavy — in the sense of the weight of collective responsibility and commitment each teacher devotes to the success of every student. Coaching heavy causes them to feel on edge, questioning their actions and decisions. This does not mean that teachers feel fear, anxiety, or dread. Rather, teachers feel a heightened sense of professionalism, excitement, increased efficacy, and satisfaction with teaching.

13. Heavy Coaching Working on being accepted may delay conversations on what matters most – teaching and learning. • Being accepted gives me more leverage to work with teachers.

14. Heavy Coaching Credibility emerges from the alignment between one’s actions and one’s words. Acting on what matters immediately builds credibility. • Being viewed as credible is essential to being a coach.

15. Heavy Coaching • The work of coaches is to support teachers. Saying that a coach’s role is to support teachers misleads teachers. A coach’s primary responsibility is to improve student learning.

16. Heavy Coaching As professionals, teachers seek continuous improvement. Teachers are motivated to change when they see proven results in terms of student success. When that success can be evident in their own classrooms, they become change enthusiasts. • Teachers are resistant to change.

17. Heavy Coaching • Coaches can’t impose on teachers since they have no supervisory responsibilities. Coaches can’t afford not to impose on what teachers believe and how that impacts their actions. Their work is too important and without conversations about beliefs, deep change is unlikely.

18. Heavy Coaching A coach’s primary responsibility is student learning often mediated by teachers’ application of effective practices rather than knowing about or knowing how to use those practices. • Helping teachers to know about or learn how to implement new instructional strategies is a coach’s primary responsibility.

19. Heavy Coaching Coaches are responsible for helping teachers explore the beliefs that drive their actions. In dialogue, through reflective questioning, and by presenting data, coaches can influence what a teacher thinks and does. • Coaches are not responsible for what teachers do.

20. WHERE I STAND………… 0 25 50 75 100

21. Teacher Expectations 674 studies confirmed that teacher expectations do have a powerful effect on student achievement. John Hattie (2009)

22. Teacher Expectations 674 studies confirmed that teacher expectations do have a powerful effect on student achievement. John Hattie (2009) What does where you stand require a teacher to do?

23. Teacher Mindset Great teachers have a growth mind-set…. They view achievement not as innate, but rather as changeable --- the result of hard work. Great teachers believe in growth of intellect and talent and are fascinated with the process of learning. (Dweck 2006)

24. Teacher Mindset Great teachers have a growth mind-set…. They view achievement not as innate, but rather as changeable – the result of hard work. Great teachers believe in growth of intellect and talent and are fascinated with the process of learning. (Dweck 2006) What teacher actions and behaviors are driven by this belief?

25. Expectations/Relationships Kleinfield (1972)

26. Where do you stand……… Quality of Effective Teachers: Setting high expectations while nurturing student growth. (one of the strongest correlates of teacher effectiveness is student-teacher relationships)

27. Where do you stand……… Quality of Effective Teachers: Setting high expectations while nurturing student growth. (one of the strongest correlates of teacher effectiveness is student-teacher relationships) What does high expectations with nurturing relationships look and sound like at your grade level?

28. Questions for Life Cue Words ANALYSIS List Sequence Outline Categorize Classify Analyze Reasons Factors Parts Procedures Sort Mind map Define Steps SAME/DIFFERENT Compare Contrast Differentiate Same Different Alike Similar INSIGHT Insights Parallel Inference Pattern Realization Infer Overlapping Connection Relationship APPRAISAL Weigh Grade Rate Prioritize Appraise Rank (by value) best-to-worst most-to-least SUMMARY Main idea Condense Main point Reduce Summary Sum up Focus In a nutshell Summarize EVALUATION Belief Judge Viewpoint Decide Opinion Evaluate Believe Critique IDEA Ideas Goals Options Changes Ways Possibilities Opportunities PREDICTION Predict Forecast Hypothesize Consequences Affect Effect Happen ACTION Apply Build Do Use Write Graph Plan Make Design Combine Draft Compose Construct Draw Role play Interview Report Produce Simulate Compute Create INDUCTION Qualities Rule Pattern Generalization On the whole Common elements Common characteristics PERCEPTION Observe Hear Notice Touch Detect Feel Picture Taste See Smell

29. Facilitating F Spark Leads to Action

30. Teaching (Can be) • Neat • Orderly • Sequential • Managed • Documented

31. Learning (Often is) • Messy • Spontaneous • Irregular • Non Linear • Complex

32. Teaching (Can be) • Neat • Orderly • Sequential • Managed • Documented Learning (Often is) • Messy • Spontaneous • Irregular • Non Linear • Complex

33. Teachers Must Study Learning and Student Work Observe Standards Think Experiment Standards Create

34. Teachers Must Study Learning and Student Work Observe Standards Think Experiment Standards Create

35. Questions for Life Cue Words ANALYSIS List Sequence Outline Categorize ClassifyAnalyze ReasonsFactors Parts Procedures SortMind map DefineSteps SAME/DIFFERENT Compare Contrast Differentiate Same Different Alike Similar INSIGHT InsightsParallel InferencePattern RealizationInfer Overlapping Connection Relationship APPRAISAL Weigh Grade Rate Prioritize Appraise Rank (by value) best-to-worst most-to-least SUMMARY Main idea Condense Main point Reduce Summary Sum up Focus In a nutshell Summarize EVALUATION Belief Judge Viewpoint Decide Opinion Evaluate Believe Critique IDEA Ideas Goals Options Changes Ways Possibilities Opportunities PREDICTION Predict Forecast Hypothesize Consequences Affect Effect Happen ACTION Apply Build Do Use Write Graph Plan Make Design Combine Draft Compose Construct Draw Role play Interview Report Produce Simulate Compute Create • INDUCTION • Qualities • Rule • Pattern • Generalization • On the whole • Common elements • Common characteristics PERCEPTION Observe Hear Notice Touch Detect Feel Picture Taste See Smell

36. Questions for Life ANALYSIS List Sequence Outline Categorize ClassifyAnalyze ReasonsFactors Parts Procedures SortMind map DefineSteps SAME/DIFFERENT Compare Contrast Differentiate Same Different Alike Similar • INDUCTION • Qualities • Rule • Pattern • Generalization • On the whole • Common elements • Common characteristics PERCEPTION Observe Hear Notice Touch Detect Feel Picture Taste See Smell Row 1: Gathering Information

37. Questions for Life INSIGHT InsightsParallel InferencePattern RealizationInfer Overlapping Connection Relationship APPRAISAL Weigh Grade Rate Prioritize Appraise Rank (by value) best-to-worst most-to-least SUMMARY Main idea Condense Main point Reduce Summary Sum up Focus In a nutshell Summarize EVALUATION Belief Judge Viewpoint Decide Opinion Evaluate Believe Critique Row 2: Working with Information

38. Questions for Life IDEA Ideas Goals Options Changes Ways Possibilities Opportunities PREDICTION Predict Forecast Hypothesize Consequences Affect Effect Happen ACTION Apply Build Do Use Write Graph Plan Make Design Combine Draft Compose Construct Draw Role play Interview Report Produce Simulate Compute Create Row 3: Taking Action

39. Questions for Life G Perceptions Generalizations Induction

40. Questions for Life Generalizations G Perceptions Perceptions Analysis Perception Perceptions

41. Questions for Life Perception Perception Same/Different

42. Questions for Life A B

43. Questions for Life G Generalization Induction G G G Insight Generalizations

44. Questions for Life Appraisal / Evaluation (Same/Different)

45. Questions for Life Summary Process G 1. GatherPerceptions 2. Analysis(Mindmap) G 2 1 3 4. Summary 3. Appraisal 1,2,3, etc. (Rank)

46. Questions for Life Evaluation Do you believe a difference is possible? (Why/Why not?)

47. Questions for Life The Creative Process Collection Incubation Illumination Verification

48. Questions for Life Prediction - +

49. Questions for Life Cue Words ANALYSIS List Sequence Outline Categorize ClassifyAnalyze ReasonsFactors Parts Procedures SortMind map DefineSteps SAME/DIFFERENT Compare Contrast Differentiate Same Different Alike Similar INSIGHT InsightsParallel InferencePattern RealizationInfer Overlapping Connection Relationship APPRAISAL Weigh Grade Rate Prioritize Appraise Rank (by value) best-to-worst most-to-least SUMMARY Main idea Condense Main point Reduce Summary Sum up Focus In a nutshell Summarize EVALUATION Belief Judge Viewpoint Decide Opinion Evaluate Believe Critique IDEA Ideas Goals Options Changes Ways Possibilities Opportunities PREDICTION Predict Forecast Hypothesize Consequences Affect Effect Happen ACTION Apply Build Do Use Write Graph Plan Make Design Combine Draft Compose Construct Draw Role play Interview Report Produce Simulate Compute Create • INDUCTION • Qualities • Rule • Pattern • Generalization • On the whole • Common elements • Common characteristics PERCEPTION Observe Hear Notice Touch Detect Feel Picture Taste See Smell

50. Questions for Life • Listen as Steve thinks through the questions he might use.. • http://blogs.plsweb.com/2008/03/using-questions-in-coaching-conferences.html • March 16, 2008 A fifth grade 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.