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Coaching for Instructional Change

Coaching for Instructional Change. Presenters: Juliann Dibble, Shannon Keeny , Bill Ryan, Vicky Sarro & Terri Savage. Session Outcomes. By the end of this session, you will have: Receive an explanation of the coaching competencies

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Coaching for Instructional Change

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Presentation Transcript

  1. Coaching for Instructional Change Presenters: Juliann Dibble, Shannon Keeny, Bill Ryan, Vicky Sarro & Terri Savage

  2. Session Outcomes By the end of this session, you will have: • Receive an explanation of the coaching competencies • Practice formulating/asking questions that support teachers’ use of formative assessment • Reflect on the impact of using “coach-like” behaviors to change instructional practices.

  3. Pre-Assessment • Read the statement • Assess your own practice • Use the EPR system (clicker) to indicate your assessment • Reflect

  4. Coaching Competencies • Communicating Effectively • Active Listening • Powerful Questioning • Direct Communication • Setting the Foundation • Co-creating the Relationship • Communicating Effectively • Facilitating Learning and Results

  5. Active Listening

  6. Active Listening Set aside unproductive patterns of listening Value silence Use paraphrasing

  7. Unproductive Patterns of Listening • Judgement • Autobiographical • Inquisitive • Solution

  8. Powerful Questioning • Open-end • Direct • Relevant • Useful to the client’s agenda • Timely

  9. Direct Communication • Emphasize the purpose • Clearly articulate feedback • Reframe to gain perspective • Respectful language use

  10. Leadership Practices Continuum

  11. Table Talk What information is resonating with you? How do the “coaching behaviors” connect to your work? What connections are you making between coaching and formative assessment?

  12. Differentiated Practice • Triad Practice • Groups of 3 • Focus: Reflecting on a situation when you have discussed formative assessment with a teacher OR discussed the need to change practice • Play Pause Practice • Larger group • Focus: Listening to a “role play” of a teacher’s reflection about his/her lesson

  13. Play Pause Practice • PLAY- Listen to the “teacher” reflect on the lesson • PAUSE- Share questions you might ask • Share questions with the group

  14. Triad Coaching Practice • Form groups of three • Designate acoach, client, and process observer • Clientshares about a time they discussed formative assessment (or change in practice) with instructional staff/office team

  15. Connection Chat I learned… I’m wondering… I’m planning to… I still have questions about… I need… As a result of the session, I will…

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