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Coaching the Technical Teacher to Be the Engaging Instructor

Coaching the Technical Teacher to Be the Engaging Instructor. Dan Perna, Ed. D. James Daniel & Associates, LLC, Shamokin Dam, PA Alice M. Davis, Ph.D. Susquehanna County Career and Technology Center, Dimock, PA Andy Tommelleo, Lawrence County Career and Technology Center, New Castle, PA.

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Coaching the Technical Teacher to Be the Engaging Instructor

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  1. Coaching the Technical Teacher to Be the Engaging Instructor Dan Perna, Ed. D. James Daniel & Associates, LLC, Shamokin Dam, PA Alice M. Davis, Ph.D. Susquehanna County Career and Technology Center, Dimock, PA Andy Tommelleo, Lawrence County Career and Technology Center, New Castle, PA

  2. Questions For The Day • What is the difference between supervising and coaching? • What is coaching? • What is your focus for your school? • Why and when is a coach the answer? • What are coaching models? • How does the coach function? • What are reflective questions? • What is the supervisor’s role with the coach? • How do we implement a coaching model? • What questions do you have?

  3. What is the difference between supervising and coaching?

  4. Supervising The supervisor’s first line responsibility is the school and the students. A supervisor needs to draw defined boundaries and lines of demarcation for the teachers. The supervisor must then act in accordance to the first line of responsibility. Coaching The coach’s first line of responsibility is to the teacher. A coach needs to create trust so that an open dialogue about wants and fears of teaching can occur. The coach must mentor the teacher by acting on both desires and fears. Supervision vs Coaching

  5. What is coaching?

  6. Coaching Requires Leadership Vision Lawrence County Vision • Have a game plan • Evaluate • Allow for input • Reflective discussion

  7. The Vision Must Be Focused Susquehanna County CTC’s Vision • Used data to prove need. • Assessed the root cause for student lack of achievement. • Started with: Where do I want my teachers to be? I

  8. Schools do not need instructional leaders-they need leaders who focus on evidence of student learning.WHAT DOES THIS MEAN? DuFour and Marzano. (February, 2009). High Level Strategies for Principal Leadership. Educational Leadership Dan

  9. We need to create a Jim Collins’s growth community. Create a culture wherein people have a tremendous opportunity to be heard. Determine the truth of the current situation and reality. Hit the realities of the situation head-on. Respond to adversity in a way that builds strength. Collins (2001) Good to Great

  10. Our focus must ultimately be stated in terms of student performance and teacher change.What Results are Wanted?What Must Be Coached?

  11. Why and when is a coach the answer?

  12. Professional development lasting 14 or fewer hours showed no effects on learning. The largest effects were for programs offering 30-100 hours spread out over 6-12 months. Darling-Hammond and Richardson. (February, 2009). Teacher, Learning: What Matters? Educational Leadership.

  13. No Model for the New One Room School: The Career and Technology Center

  14. What do the Susquehanna and Lawrence County coaching models do to assure time?

  15. Susquehanna CCTC model • Administrator • Vision based on data driven concerns. • Curriculum aligned with anchors and task lists. • Wednesday meetings for numeracy and literacy. • Individual sessions with new teachers.

  16. Lawrence County Model • First Year Teacher Mentor • Special Education Coach • Pull-out support (one-on-one) • Regular educ. Classroom support • Vocational Theory/Math Support • Math Teacher in Vocational Program • Shop Specific • Auto Tech • Director’s Support • Input • reflection Exposing novice/experienced teacher to new strategies Promote higher levels of student engagement Liaison between LS/Reg. Ed. staff to improve curriculum, assessments, PSSA/NOCTI scores Mentor teacher to all levels of experience Assist teachers with classroom management/discipline issues Assist students with problem solving skills to improve employment opportunities Make teaching more enjoyable

  17. How does the coach function?

  18. Coaching includes several principles from sports coaching like teamwork, meeting and exceeding potential in order to be one's best. Unlike sports coaching, the results are not win or lose based. Coaches focus on strengthening their clients' skills from the first session forward. Any amount of coaching will benefit a client from this perspective. http://www.findacoach.com/Page/What-Is-Coaching.html

  19. Facilitator of Reflective Practice Osterman & Kottkamp. (1993). Reflective practice for administrators. Blase & Blase. (1998). Handbook of instructional leadership Someone who: is inherently curious; doesn’t have all the answers and isn’t afraid to admit it; is confident enough in his or her ability to be able to accept challenges in a non-defensive manner; secure enough to make his or her own thinking public and therefore subject to discussion; is a good listener; likes and trusts other people to make the right decisions if given the opportunity; is able to see things from another’s perspective and is sensitive to the needs and feelings of others; is able to let others assume the responsibility for their own learning. .

  20. The reflective questioncoach

  21. Questioning • At the core, a coach provides support “to enhance the skills, resources, and creativity that the client already has.” In other words, true coaches don’t provide the answers; they provide the questions and the framework to elicit answers from the client. From the Complete Lawyer http://www.thecompletelawyer.com/

  22. The three-minute classroom walk-throughBy Carolyn J. Downey, Fenwick W. English, Betty E. Steffy, William K. Poston, Jr., Larry E. Frase • Different questions for beginning teachers and veteran teachers • Reflective questions entail two dimensions: • Anchor the question in the teacher’s comfort zone and professional repertoire. • The question should move the teacher out of the comfort zone and into an expanded context. (cognitive dissonance)

  23. The three-minute classroom walk-throughBy Carolyn J. Downey, Fenwick W. English, Betty E. Steffy, William K. Poston, Jr., Larry E. Frase • How do we create the reflective question? • Pose the situation and instructional planning “When you plan lessons that require lecture, how do you determine the details that you will tell the students?”

  24. Our approach to reflection • The question can supply a message and lead to conversation • “After a theory lesson, do you ever have a stand alone station in the lab that requires students to show you what they have learned?” • “When you asked students to read, have you started by asking students to look at the pictures, close the book, and then write two questions about the pictures?”

  25. What is the supervisor’s role with the coach?

  26. SCCTC evidence of success. NOCTI Score Review

  27. Lawrence County evidence of success. • B. Clever (Electronics)-”His personal character and people skills make him an invaluable asset. He is honest and direct, easy to communicate with. He works easily with students of all ages. I would feel lucky to be considered half the teacher he is.”

  28. Lawrence County evidence of success. • J. Goebel (Auto Tech) –”Ray has taken information from the text and myself to specialize the math taught to be specific for the area we are working in. He has worked to gain the trust of the students, and shown them a thought process to help them figure out problems on their own. I have seen better readings on the micrometers, rulers and addition /subtraction of readings to get the values needed for comparison to the book specifications.”

  29. Lawrence County evidence of success. • J. Servick (Math)-”Having Ray in the room during my second year of teaching gave me the extra confidence and support I needed early in my teaching career.  It was nice to have someone that presented his ideas and suggestions without making me feel obligated to use them, but to add them and adjust them to fit into my teaching style and comfort level.”

  30. Lawrence County evidence of success. • R. Young (Learning Support)-”I’m sure most that most adults can reflect back to their childhood and name a teacher and/or coach who has made a positive impact on their lives and whom they will never forget. Well for me, that teacher/coach did not come into my life as a young adolescent, but rather at the age of 38 and as an experienced teacher of 14 years. I had no idea of the enormity of rewards that my students and I would receive by his presence.”

  31. How do we implement a coaching model?

  32. The Susquehanna County Model

  33. The Lawrence County Model

  34. It does not always work.

  35. Coaching objectives • Continuous school objectives. • Strategies that teacher know. • Actions to achieve: what must teachers do. • Focus on all staff coming out at same point.

  36. What are your questions?

  37. The effective coach • Highly self-reflective • Builds and maintains trust • Recognizes others strengths, abilities, and beliefs • A servant leader • Patient • Considers the “bus question”

  38. Alice M. Davis, Ph. D.alice.davis@elklakeschool.org570 278 9229 Ext. 783Andrew Tommelleoatommelleo@lcvt.tec.pa.us Dan Perna, Ed. D.dperna@jamesdanielassociates.com

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