Building Teachers’ Capacity for Success

1. Pete Hall Cell: 208-755-3139 Email: PeteHall@EducationHall.com Twitter: @EducationHall Building Teachers’ Capacity for Success

2. Today’s learning targets: • We can embrace the need to differentiate our coaching and supervision practices among staff members; • We can identify the strengths, skills, potential, and reflective “state of mind” of each individual on staff; • We can create an intentional plan to deliver focused feedback and to refine our approach to Instructional Leadership.

3. National SAM Innovation Project: • SAM is a professional development process using a unique set of tools to change a principal’s focus from school management tasks to instructional leadership—activities directly connected to improving teaching and learning.

4. Where should a school invest its resources to receive the biggest and longest-lastingRETURN ON INVESTMENTin student achievement?

5. Mortimore and Sammons (1987) found… “Teaching had 6 to 10 times as much impact on achievement as all other factors combined.” From Schmoker (2006)

6. National Commission on Teaching and America's Future (1996) “The one factor that can make the most difference in improving student achievement is a ‘knowledgeable, skillful teacher’ in front of the classroom.”

7. Sanders& Rivers (1996) “The single most important factor affecting student achievement is teachers… Students who are assigned to several ineffective teachers in a row have significantly lower achievement and gains in achievement than those who are assigned to several highly effective teachers in sequence.”

8. Thomas Guskey(1999) “Success [in education] hinges on what happens at the classroom level.”

9. Kati Haycock (1998) “If education leaders want to close the achievement gap, they must focus, first and foremost, on developing qualified teachers.”

10. After 8 more years of research,Kati Haycock (2006) “Teacher quality turns out to matter a lot.”

11. Odden& Wallace (2003) “Improved classroom instruction is the prime factor to produce student achievement gains.”

12. Mike Schmoker, in Results Now (2006) “We need to realize that it’s about teaching, stupid.”

13. Bob Marzano, The Art and Science of Teaching (2007) “One can conclude that the question as to whether effective teachers make a significant difference in student achievement has been answered. They do!”

14. Richard Elmore (2009) “Teaching determines learning.”

15. Rick DuFour & Bob Marzano (2011) “Schools must utilize strategies that result in more good teaching in more classrooms more of the time.”

16. Bryan Goodwin (2013) “Decades of research suggest that effective teachers can have a tremendous, positive effect on student success.”

17. This is not new. “Those who educate children well are more to be honored than they who produce them; for these only gave them life, those the art of living well.” Aristotle (circa 325 B.C.)

18. Simple, yet profound equation. High Quality Teachers = Increased Student Achievement

19. Improving classroom instruction High Expectations High Support DEMAND DEVELOP

20. Grade Level Teams Achievement Teams Department Teams Faculty Council Principals’ Meetings Academic Council Relationship Triangulation Principals Asst. Principals Central Office Specialists Department Chairs Supervisors

21. Marcus Buckingham:“First, Break All the Rules” (1999) “Great managers…break all the rules of conventional wisdom. They consistently disregard the Golden Rule.” (Pg. 11)

22. Changin’ ain’t easy “…because so many teachers feel called to their profession, asking for change is like asking them to change religions.” (Differentiated Coaching, Jane Kise p.70)

23. Hall & Simeral. (2008). Building Teachers’ Capacity for Success: A collaborative approach for coaches and school leaders “Every unique and special carbon-based life form in your school appreciates and deserves unique and special treatment, but what’s more, each one needs individualized handling. It is the equivalent of educational malpractice for us to usher all our teachers into neat rows, robotically interacting with them and leading them with nary a thought to the gifts they bring to their classrooms.”

24. Here’s a shocker: • Principals are dealing with “competing pressures that may make the job untenable.” Center for the Future of Teaching and Learning (at West Ed), 2012

25. Answer the Bus Question:

26. “It’s not the doing that matters; it’s the thinking about the doing.” ~ John Dewey (1859-1952)

28. Continuum of Self-Reflection

29. Self-Reflection

30. CONTINUUM OF SELF-REFLECTION: pg. 172-173

31. CONTINUUM OF SELF-REFLECTION

32. CONTINUUM OF SELF-REFLECTION

33. CONTINUUM OF SELF-REFLECTION

34. CONTINUUM OF SELF-REFLECTION

35. CONTINUUM OF SELF-REFLECTION

36. Unaware Stage • Focused on the ACT of teaching Goal: To increase awareness of the need for change and foster a desire to learn. Need: A partner to help them look beyond the routine of what they do each day.

37. Conscious Stage • Focused first on SELF • A knowing-doing gap exists Goal: To motivate and show how to apply pedagogical knowledge more consistently. Need: Requires explicit guidance and coaching.

38. Action Stage • Focused on the SCIENCE of teaching • “In it to win it” Need: To build an awareness of multiple “right” approaches to a problem. Goal: To build on experience and help strengthen expertise.

39. Refinement Stage • Focused on the ART of teaching Goal: To encourage long-term growth and continued reflection. Need: Opportunities for reflection and analysis.

40. Examining the Continuum • The mission, if you choose to accept it: • Find the scenario page in your handouts • In a group, read the four teacher profiles • Identify the stage at which each teacher is • Scribble some notes about the administrator’s role (and the coach’s role) • Brainstorm some ideas about how to best support and build this teacher’s capacity

41. Grade Level Teams Achievement Teams Department Teams Faculty Council Principals’ Meetings Academic Council Relationship Triangulation Principals Asst. Principals Central Office Specialists Department Chairs Supervisors

42. Conscious Mrs. C Motivator/ Strategist Navigator

43. Unaware Mr. D Unconditional Partner Director

44. Action Mrs. W Teacher/ Mentor Prompter

45. Refinement Mr. M Collaborator Challenger

46. “Reflection is the beginning of reform.”~ Mark Twain

47. Back to the Question du Jour: Where should a school invest its resources to receive the biggest and longest-lasting RETURN ON INVESTMENT in student achievement?

48. Hattie (1992), quoted in Marzano’s “School Leadership that Works” “The most powerful single modification that enhances achievement is feedback.”

49. Types of Feedback by Continuum Stage

50. Making it happen • Review the Continuum • Consider your teachers • Select one teacher • Create a plan for moving this teacher forward • Identify the teacher’s stage on the Continuum • Brainstorm some reflective questions that match the teacher & the stage • Role-play a growth-oriented feedback conversation with that teacher