Coaching at TC: What does the Coach Say? 12 February 2014

1. Coaching at TC: What does the Coach Say? 12 February 2014

2. Take Off/Touch Down

3. “Coaching puts teachers’ needs at the heart of professional learning by individualizing their learning and by positioning teachers as professionals.” Jim Knight (2009) Why Coaching?

4. Coaching is Effective Professional Development What the Research says…. Quiz/Quiz/Trade

5. Outcome of Coaching on Teaching ‘Practice (Joyce and Showers 2002)’

6. Why is Traditional PD not so Effective? • There are always more pressing things to do • There are too many competing initiatives • There is a lot of training; some good/some bad • Change is just so complex! • It is difficult to change teaching habits! • Jim Knight (2008)

7. Learning Outcomes • By the end of this session coaches will be able to: • Implement the coaching process • Identify starting points with teachers • Build a collaborative relationship with your coachee • Develop a ‘problem of practice’ and action plan with the teacher • Apply the tools for effective coaching: the art of questioning, listening • Engage in a Professional Learning Community for coaches

8. How Do You Teach? What is your teaching ‘process’? Pattern? With your shoulder partner, Describe a typical lesson and the process or format that you tend to follow.

9. TheoryDemonstrationPractice Feedback

12. Coach-Coachee Cycle

13. Coach-Coachee Cycle

14. Where to Begin? • 1 • Ask Open Questions • Communicate a caring and supportive attitude • LISTEN • Avoid going in to problem solving mode • Follow up on feedback from appraisal • See suggestions on • http://coachingattc.pbworks.com/w/page/70626319/Getting%20ready%20for%20your%20First%20Meeting%20with%20your%20Coachee

15. Let’s Try it! Role Play Coach Coachee Observer

16. Your Turn! Coach, Coachee, Observer

17. “This is what we are suggesting for your first couple of coaching sessions: Ask them about their strengths, their good practices, and the contributions they have made to TC in recent years. This would make a pleasant starting conversation and would be good practice for their interview. Suggest they do some work on aligning their strengths, practices and contributions to the Teacher Competency Standards and start working on a portfolio of evidence to support them. They should also be thinking about their gaps and the goals they want to set for this year, and completing Appendix B and C just like everyone else. The first draft of Appendix C, following your first coaching session, should be shared with your coachee’sProgramme Coordinator.” Lauren Wilson, 23 February 2014

18. Survey

19. Coaching Tracking Template

20. Coaching Tracking Template

21. Google Doc Version

22. Focus Area/Problem of Practice • A rich Problem of Practice: • focuses on the instructional core • is directly observable. • is actionable • connects to a broader strategy of improvement (Taylor’s College programme priorities and Teacher Competencies) • WILL make a significant difference for student learning • is deep learning • (Ellmore)

26. Problem of Practice • Example • Student Group Work • Statement of the Problem of Practice: • It is difficult to make group work productive and worth the time it takes. Group work is usually a little chaotic. • )

27. In short, the problem of practice is something that you care about that would make a difference for student learning if you improved it. It does align with the domains and strands.

28. Problem of Practice • Example • Student Group Work • Focus Questions: • How are groups working? • How are the groups structured? • How are students helping each other learn? • How is learning mutual in the groups? • How is there a level of learning for both the individuals in the group and for the group? • How do assignments support effective group learning? • What teacher behaviours support productive group learning? • )

29. Try another one: Problem of Practice • Questioning Techniques • Statement of the Problem of Practice: • Students like to do only low level thinking questions and are easily frustrated with questions that require higher order thinking. • )

30. Problem of Practice • Example • Questioning Techniques • Focus Questions: • What tasks have students been give? • What tasks have they been asked to do that require higher order thinking? • What probing questions do you ask to push the student thinking? • How do you model thinking?

31. Try another one: Problem of Practice • Student Engagement: Variety of Teaching strategies • Statement of the Problem of Practice: • My teaching style is very traditional and teacher-centred. I feel this is necessary to “cover” the dense syllabus. • )

32. Problem of Practice • Example • Variety of teaching strategies • Focus Questions: • What teaching strategies have you tried to use? • How have you provided variety in the work that students are asked to do? • How do students respond when a different strategy is used?

33. Develop your OWN Problem of Practice

34. Look at novice coach from cfbt.com

35. Learning Outcomes • By the end of this session coaches will be able to: • Implement the coaching process • Identify starting points with teachers • Build a collaborative relationship with your coachee • Develop a ‘problem of practice’ and action plan with the teacher • Apply the tools for effective coaching: the art of questioning, listening • Engage in a Professional Learning Community for coaches

36. www.coachingattc.com

37. http://www.youtube.com/watch?v=jofNR_WkoCE&feature=kp http://www.latimes.com/nation/shareitnow/la-sh-what-does-the-farmer-say-20131119,0,1956871.story#axzz2syCR8Ldl

38. What does the Coach Say?

39. ! thank You