Building Coaching
Communication Skills
Steve Barkley
Building Coaching
Communication Skills
Administrators and teacher leaders will focus on
conferencing and facilitating skills that guide
individual teachers and teaching teams in learning.
These leaders will then be able to apply that
knowledge learned toward being able to change
teacher behaviors that will motivate student
behaviors and increase student learning.
School Change
Source: Model developed
by Stephen Barkley
Student Achievement
What is your definition of student achievement?
Student Behaviors
What student behaviors need to be
initiated or increased to gain the
desired student achievement?
Student Behaviors
• Reading as choice
• Writing
• Finding problem to
solve
• Researching
• Asking Questions
• Following a Passion
• Persevering/Effort
• Working independently
and collaboratively
• Taking risk in learning
• Using technology to
research and produce
• Adapting to change
Teacher Behaviors
What teacher behaviors are most likely to generate
these student behaviors?
School Change
Source: Model developed by
Stephen Barkley
Teacher Relationships
What changes need to
occur in how teachers
work with each other to
support the needed
teacher behaviors?
Leader Behaviors
What leadership behaviors are
needed to support the desired staff,
teacher, parent, and student
behaviors?
Instructional Coaching
EVALUATION
Outside Criteria
MENTORING
SUPERVISION
PEER COACHING
Teacher’s Choice
Coaching Options
Technical
Coaching
Challenge
Coaching
Collegial
Coaching
Cognitive
Coaching
Pre-observation Conference
Observation
Post-observation Conference
The Environmental Influences
Closed
Question Controls
direction
Open
Answer Controls
direction
OPEN ENVIRONMENT
•
•
•
•
•
•
•
•
Uncover Thinking
Opinions
Problem Solving
Creativity
Critical Thinking
Discussion
Emotions/Feeling
Counseling
CLOSED ENVIRONMENT
•
•
•
•
•
•
•
•
Right/Wrong
One Way
Sequence
Skills
Test
Control
Authority
Quick Fix
The Environmental Influences
Closed
Question Controls
direction
Right/Wrong
One Way
Sequence
Skills
Test
Control
Authority
Quick Fix
Open
Answer Controls
direction
Uncover Thinking
Opinions
Problem Solving
Creativity
Critical Thinking
Discussion
Emotions/Feeling
Counseling
Evaluative
Creative
Personalized
Vision - Mission
Strategy - Curriculum
Agenda
Tactics - Lesson Plan
Operations - Teaching Skills
Focus
LISTENING TEST
• You believe that . . . . . . . . .
• My focus is . . . . . . . . . . . . .
• I should notice . . . . . . . . . .
Confirmatory Paraphrase
Fact
Attitude/Feeling
Intention
Commitment
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.
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.
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.
Feeling
You are worried that
presenting information in
class won’t get the student
achievement that you want.
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.
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.
Gripes to Goals
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.
• You have a strong desire
for your students to do
well.
• Grades just don’t seem to
be it.
• You see a need to find a
different way to motivate
your students.
Gripes to Goals
I can’t deal with all the
different levels of
students in my class.
• You believe that it is
important to differentiate
your instruction.
• You’d like to know ways
to increase your
differentiation.
Making Suggestions
Phrase Positively
Clear and Specific
Congruent
Pay-off
Compliment
Praise
Approval
APPROVAL
• Indicate approval
• Personalize
• Cite the specifics
Observation Form
How are these used in your role?
• Presenting
• Training
• Facilitating
Presenting
Training
T
Consider
Experiment
Practice
Facilitating
F
P
P
P
Leads to Action
How are these used in your role?
• Presenting
• Training
• Facilitating
Learning
(Often is)
•
•
•
•
•
Messy
Spontaneous
Irregular
Non Linear
Complex
•
•
•
•
•
Teaching
Learning
(Can be)
(Often is)
Neat
Orderly
Sequential
Managed
Documented
•
•
•
•
•
Messy
Spontaneous
Irregular
Non Linear
Complex
Teaching
(Can be)
•
•
•
•
•
Neat
Orderly
Sequential
Managed
Documented
Teachers Must Study
Learning and Student Work
Observe
Experiment
Think
Create
Questions for Life
Cue Words
INDUCTION
PERCEPTION
Observe
Notice
Detect
Picture
See
Hear
Touch
Feel
Taste
Smell
Qualities
Rule
Pattern
Generalization
On the whole
Common elements
Common characteristics
APPRAISAL
INSIGHT
Insights
Inference
Realization
Overlapping
Relationship
Parallel
Pattern
Infer
Connection
Weigh
Grade
Rate
Prioritize
Appraise
Rank (by value)
best-to-worst
most-to-least
IDEA
PREDICTION
Ideas
Goals
Options
Changes
Ways
Possibilities
Opportunities
Predict
Forecast
Hypothesize
Consequences
Affect
Effect
Happen
ANALYSIS
List
Outline
Classify
Reasons
Parts
Sort
Define
SAME/DIFFERENT
Sequence
Categorize
Analyze
Factors
Procedures
Mind map
Steps
Compare
Contrast
Differentiate
Same
Different
Alike
Similar
SUMMARY
Main idea
Main point
Summary
Focus
Summarize
Condense
Reduce
Sum up
In a nutshell
EVALUATION
Belief
Viewpoint
Opinion
Believe
ACTION
Apply
Use
Plan
Combine
Construct
Interview
Simulate
Build
Write
Make
Draft
Draw
Report
Compute
Do
Graph
Design
Compose
Role play
Produce
Create
Judge
Decide
Evaluate
Critique
Questions for Life
INDUCTION
PERCEPTION
Observe
Notice
Detect
Picture
See
Hear
Touch
Feel
Taste
Smell
Qualities
Rule
Pattern
Generalization
On the whole
Common elements
Common characteristics
ANALYSIS
List
Outline
Classify
Reasons
Parts
Sort
Define
Sequence
Categorize
Analyze
Factors
Procedures
Mind map
Steps
Row 1: Gathering Information
SAME/DIFFERENT
Compare
Contrast
Differentiate
Same
Different
Alike
Similar
Questions for Life
APPRAISAL
INSIGHT
Insights
Inference
Realization
Overlapping
Relationship
Parallel
Pattern
Infer
Connection
Weigh
Grade
Rate
Prioritize
Appraise
Rank (by value)
best-to-worst
most-to-least
SUMMARY
Main idea
Main point
Summary
Focus
Summarize
Condense
Reduce
Sum up
In a nutshell
Row 2: Working with Information
EVALUATION
Belief
Viewpoint
Opinion
Believe
Judge
Decide
Evaluate
Critique
Questions for Life
IDEA
Ideas
Goals
Options
Changes
Ways
Possibilities
Opportunities
PREDICTION
Predict
Forecast
Hypothesize
Consequences
Affect
Effect
Happen
ACTION
Apply
Use
Plan
Combine
Construct
Interview
Simulate
Row 3: Taking Action
Build
Write
Make
Draft
Draw
Report
Compute
Do
Graph
Design
Compose
Role play
Produce
Create
Questions for Life
Cue Words
INDUCTION
PERCEPTION
Observe
Notice
Detect
Picture
See
Hear
Touch
Feel
Taste
Smell
Qualities
Rule
Pattern
Generalization
On the whole
Common elements
Common characteristics
APPRAISAL
INSIGHT
Insights
Inference
Realization
Overlapping
Relationship
Parallel
Pattern
Infer
Connection
Weigh
Grade
Rate
Prioritize
Appraise
Rank (by value)
best-to-worst
most-to-least
IDEA
PREDICTION
Ideas
Goals
Options
Changes
Ways
Possibilities
Opportunities
Predict
Forecast
Hypothesize
Consequences
Affect
Effect
Happen
ANALYSIS
List
Outline
Classify
Reasons
Parts
Sort
Define
SAME/DIFFERENT
Sequence
Categorize
Analyze
Factors
Procedures
Mind map
Steps
Compare
Contrast
Differentiate
Same
Different
Alike
Similar
SUMMARY
Main idea
Main point
Summary
Focus
Summarize
Condense
Reduce
Sum up
In a nutshell
EVALUATION
Belief
Viewpoint
Opinion
Believe
ACTION
Apply
Use
Plan
Combine
Construct
Interview
Simulate
Build
Write
Make
Draft
Draw
Report
Compute
Do
Graph
Design
Compose
Role play
Produce
Create
Judge
Decide
Evaluate
Critique
Teachers Must Study
Learning and Student Work
Observe
Experiment
Think
Create
Questions for Life
Listen as Steve
thinks through
the questions he
might use…
A teacher tells you that she
believes reading aloud is an
important component of
reading workshop time, but
she doesn’t use it often
because the students don’t
listen during the reading. They
fidget and are seldom able to
respond to questions she asks.