Instructional Coaching With The End in Mind

1. Instructional Coaching With The End in Mind Steve Barkley

3. Teaching in a Learning Community Teaching is a Team Sport Teaching is a Public Act

4. School Change Change in Leadership Behavior Change in PLC and Peer Coaching Change in Teaching Behavior Change in Student Behavior Student Achievement Source: Model developed by Stephen Barkley 4

5. Student Achievement What is your definition of student achievement?

6. 21st Century Skills Framework • Core Subjects • Economics • English • Government • Arts • History • Geography • Reading or Language • Arts • Mathematics • Science • World Languages • Civics • 21st Century Themes • - Global Awareness • - Financial, Economic, Business • & Entrepreneurship Literacy • - Civic Literacy • - Health Literacy

7. 21st Century Partnership

8. Learning and Innovation Skills Learning and innovation skills increasingly are being recognized as those that separate students who are prepared for more and more complex life and work environments in the 21st century, and those who are not. A focus on creativity and critical thinking, communication and collaboration is essential to prepare students for the future.

13. “As long as the task involved only mechanical skill, bonuses worked as they would be expected: the higher the pay, the better the performance.”

14. But once the task called for “even rudimentary cognitive skill,” a larger reward “led to poorer performance.”

16. STUDENT ACHIEVEMENT GOALS • ACADEMICS - knowledge and skills to be successful in school and life. • LIFE SKILLS - aptitude, attitude and skills to lead responsible, fulfilling and respectful lives. • RESPONSIBILITY TO THE COMMUNITY - attributes that contribute to an effective and productive community and the common good of all.

17. School Change Change in Leadership Behavior Change in PLC and Peer Coaching Change in Teaching Behavior Change in Student Behavior Student Achievement Source: Model developed by Steven Barkley 17

18. Student Behaviors What student behaviors need to be initiated or increased to gain the desired student achievement?

19. Student Behaviors • Reading as choice • Writing • Finding problem to solve • Researching • Asking questions • Following a passion • Persevering/Effort • Working independently and collaboratively • Taking risks in learning • Using technology to research and produce • Adapting to change

20. Teacher Behaviors What teacher behaviors are most likely to generate these student behaviors?

21. Teacher Behaviors Teach the desired student behavior. Model the desired student behavior.

22. The Formula… 4 5 - 9 + 1 2 Effort x Ability Manageable Task = Success 7 8 3 5 6 = 1 22

23. Teacher Relationships What changes need to occur in how teachers work with each other to support the needed teacher behaviors?

24. Teacher Relationships • Parallel Play • Adversarial Relationships • Congenial Relationships • Collegial Relationships • Roland S. Barth • Relationships Within the Schoolhouse • ASCD 2006

25. Individual Franchise Team My Work My Time Shared responsibility for student achievement Design together Implement individually Modify Individual Behavior, Consensus on implementation Helping each other

26. School Change Change in Leadership Behavior Change in PLC and Peer Coaching Change in Teaching Behavior Change in Student Behavior Student Achievement Source: Model developed by Stephen Barkley 26

27. Leader Behaviors What leadership behaviors are needed to support the desired staff, teacher, parent, and student behaviors?

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

29. Coaching Beliefs • Everyone working in the school should be observed once a week and receive feedback. • The most skilled and professional educators should be coached the most.

30. Celebrate • Gain Options • Practice Consciously

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

32. Learning Dip

33. Changes Needed to Improve Student Achievement What are the changes in student behavior, performance, choices, effort, etc., that you believe are precursors to the improvement in student learning that you seek? YOU L E A D E R S H I P S T A F F R E L A T I O N S H I P S T E A C H E R s / P A R E N T S C H A N G E S I N S T U D E N T S S T U D E N T A C H I E V E M E N T What changes must occur in individual staff/teacher practices to generate the changes you seek in students? What changes must occur in parent practices to generate the changes you seek in students? Are there changes that need to occur in the way that staff members work with each other in order for the desired individual staff members changes to occur? What are the behaviors/practices of school leadership that are necessary to initiate, motivate, and support these changes? How do you see your role in the changing behaviors of students, teachers, teacher leaders, and administrator?

34. Trusting the Roles Teacher Coach Administrator

35. no communication between coach and admin • admin talks to coach... No coach to admin • Coach shares good news • Full… open sharing Trusting the Roles Teacher Administrator Coach

37. The Environmental Influences 37

38. OPEN ENVIRONMENT • Uncover Thinking • Opinions • Problem Solving • Creativity • Critical Thinking • Discussion • Emotions/Feeling • Counseling 38

39. CLOSED ENVIRONMENT • Right/Wrong • One Way • Sequence • Skills • Test • Control • Authority • Quick Fix 39

40. The Environmental Influences Right/Wrong One Way Sequence Skills Test Control Authority Quick Fix Uncover Thinking Opinions Problem Solving Creativity Critical Thinking Discussion Emotions/Feeling Counseling

42. LISTENING TEST • You believe that . . . . . . . . . . . • My focus is . . . . . . . . . . . . . . . • I should notice . . . . . . . . . . . .

43. Confirmatory Paraphrase 43 Fact Attitude/Feeling Intention Commitment

44. 44 Coach: That was a difficult lesson Coachee: It’s frustrating to put so much time into planning a lesson and then not have it go well.

45. PRACTICE Teacher: My students won’t read an assignment so I don’t see how I can do anything other than present information in class hoping they will remember some of it.

46. Teacher:My students won’t read an assignment so I don’t see how I can do anything other than present information in class hoping they will remember some of it. Fact You have not been able to get many of the students to work outside of class.

47. Teacher: My students won’t read an assignment so I don’t see how I can do anything other than present information in class hoping they willremember some of it. Feeling You are worried that presenting information in class won’t get the student achievement that you want.

48. Teacher: My students won’t read an assign-ment so I don’t see how I can do anything other than present information in class hoping they will remember some of it. Attitude If students read outside of class you would teach very differently. You want to find a way to get them to read outside of class.

49. Gripes to Goals

50. Gripes to Goals Too many students don’t care about their grades…there is no way to motivate them to work. Failing them isn’t a threat.