Instructional Coaching
Professional Learning Communities
School Improvement
All
With the End in Mind
Stephen G. Barkley
Executive Vice President
Performance Learning Systems
sbarkley@plsweb.com
www.plsweb.com
blogs.plsweb.com
twitter.com/stevebarkley
Student Achievement
What is the definition of student achievement that
drives your work?
3
Learning and Innovation Skills
Learning and innovation skills increasingly are being
recognized as those that separate students who are
prepared for a more and more complex life and work
environment in the 21st century, and those who are not. A
focus on creativity, critical thinking, communication and
collaboration is essential to prepare students for the future.
But once the task called for “even
rudimentary cognitive skill,” a
larger reward “led to poorer
performance.”
Tough Choices or
Tough Times
• This is a world in which a very high level of preparation
in reading, writing, speaking, mathematics, science,
literature, history, and the arts will be an indispensable
foundation …….
• …comfort with ideas and abstractions is the passport to
the good life, in which high levels of education—a very
different kind of education than most of us have had–
are going to be the only security there is.
9
TOUGH CHOICES OR
TOUGH TIMES
.…comfort with ideas and abstractions
is the passport to the good life, in
which high levels of education—a
very different kind of education
than most of us have had– are
going to be the only security there
is.
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.
11
Student Changes
What student behaviors, choices, effort, and
performance are precursors to the student
achievement that you seek?
12
Teacher Changes
What changes must occur in individual
staff/teacher practices to generate the
changes we seek in students?
13
Teacher Behaviors
• Teach it!
• Model it
Staff Relationships
Are there changes that need to occur in the way
that staff members work with each other (staff
relationships) in order for the desired individual
staff member changes to occur?
If so, describe.
15
Teacher Relationships
•
•
•
•
Parallel Play
Adversarial Relationships
Congenial Relationships
Collegial Relationships
Roland S. Barth
Relationships Within the Schoolhouse
ASCD 2006
16
Changes Needed to Improve Student Achievement
1.
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?
2.
YOU
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?
3.
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?
4.
What are the behaviors/practices of
school leadership that are necessary to
initiate, motivate, and support these
changes?
5.
How do you see your role in the
changing behaviors of students,
teachers, teacher leaders, and
administrator?
17
Instructional Coaching
EVALUATION
Outside Criteria
MENTORING
SUPERVISION
PEER COACHING
Teacher’s Choice
Gordon’s Skill
Development Ladder
The Art of Teaching
Unconsciously
Talented
Unconsciously
Unskilled
Consciously
Unskilled
Unconsciously
Skilled
Consciously
Skilled
Gordon’s (1974) Skill Development Ladder
19
Learning Dip
20
Trusting the Roles
Teacher
Coach
Administrator
21
Appraise
Consider one area of teacher practice that is crucial to
your desired student achievement. Rank your classrooms
along this continuum.
1
2
Most
Change
Needed
3
4
5
6
7
8
9
10
11
12
Full
Implementation
22
Analysis
• Identify classrooms in
your school that must
change the most to reach
full implementation of
your vision for learning.
• Describe in detail the
observable student
behaviors.
• Describe in detail the
observable teacher
behaviors.
23
Evaluation/Appraisal
Select one skill set that you believe is most
important. __________________
Rank teachers according to this system:
•
•
•
•
•
Unwilling
Unaware
Getting Ready
Started
Developing
24
What’s needed?
Who provides it?
MENTORING
EVALUATION
Outside Criteria
SUPERVISION
PEER COACHING
Teacher’s Choice
25
Pre-Observation Conference
Observation
Post Observation Conference
26
The Environmental Influences
Closed
Question Controls
direction
Open
Answer Controls
direction
27
CLOSED ENVIRONMENT
•
•
•
•
•
•
•
•
Right/Wrong
One Way
Sequence
Skills
Test
Control
Authority
Quick Fix
28
OPEN ENVIRONMENT
•
•
•
•
•
•
•
•
Uncover Thinking
Opinions
Problem Solving
Creativity
Critical Thinking
Discussion
Emotions/Feeling
Counseling
29
The Environmental Influences
Closed
Open
Question Controls
direction
Answer Controls
direction
Right/Wrong
Uncover Thinking
One Way
Opinions
Sequence
Problem Solving
Skills
Creativity
Test
Critical Thinking
Control
Discussion
Authority
Emotions/Feeling
Quick Fix
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 . . . . . . . . . . . .
Observation Form
Making Suggestions
•
•
Phrase Positively
Clear and Specific
•
Congruent
•
Pay-off
Compliment
Praise
Approval
Approval
•
•
•
H.I.P.
Personalize
Cite the Specifics
Observation Form
How Administrators
Support Peer Coaching
Technical
Coaching
Collegial
Coaching
Challenge
Coaching
Staff
Development
Relationships
Solutions &
Opportunities
Robert J. Garmston (1987)
Conversations
• When students have learning difficulties, what do you
hear teachers say?
• What do you see teachers do?
• What is the common pattern in classrooms where
teachers are missing sufficient alternative teaching
strategies?
40
Conversations
• What strategies are most teachers using to assist
students needing remediation?
• How are various grade levels/departments similar and
different in their efforts to build student success?
41
Conversations
• What relationships exist between teachers’ expectations
and their approach to instruction?
• What three teacher behaviors, if implemented or
increased, could have the biggest impact on student
achievement at your school?
42
Conversations
• In a nutshell, what has the impact of the coaching
program been so far?
• What percentage of teachers do you believe are willing
to experiment with currently unused strategies to
improve student achievement? How much effort should
the leadership in your school invest in this? Why?
43
Conversations
• What options exist for motivating staff to join in
coaching for increasing student achievement?
• What risks do we run to try? What risk if we don’t?
• Timeline and plan.
44
45
Questions for Life
46
Questions for Life
Induction
47
Questions for Life
Perceptions
Perceptions
Perception
Analysis
Perceptions
48
Questions for Life
Perception
Perception
Same/Different
49
Questions for Life
Friends
A
B
50
Questions for Life
51
Questions for Life
Appraisal / Evaluation
(Same/Different)
52
Questions for Life
53
54
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.
55
Practice Questions for Life
• It is midyear and
teachers are testing
their students. A
teacher comes to you
because he is very
concerned about
students’ scores…
• Select a teacher in your
school who might approach
you with this concern. Select
questions you might wish to
use.
56
Creative
Agenda
Evaluate
Personalized
Vision – Mission
Strategy – Curriculum
Tactics – Lesson Plan
Operations – Teaching Skills
Focus
57
Confirmatory Paraphrase
• Fact
• Attitude/Feeling
• Intention
• Commitment
58
• 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.
59
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.
60
• 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.
61
• 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.
62
• 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.
63
Gripes to Goals
64
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.
65
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.
66
How are these used in your role?
• Presenting
• Training
• Facilitating
67
Presenting
68
Training
Consider
Experiment
Practice
69
Facilitating
P
P
P
70
Consulting:
Knowing when to use each role
• Presenting
• Training
• Facilitating
Vulnerability
Individual
Franchise
My
Work
Design
together
My
Time
Implement
individually
Helping
each
other
Trust
Modify
Individual
Behavior,
Consensus on
implementation
Team
Shared
responsibility
for student
achievement
Vulnerability
ACTION
Trust
Vulnerability
Individual
Franchise
My
Work
Design
together
My
Time
Implement
individually
Helping
each
other
Trust
Modify
Individual
Behavior,
Consensus on
implementation
ACTION
Team
Shared
responsibility
for student
achievement
COACHING A NEW SKILL
Select a skill or proficiency that
you could train to others. Outline
the activities you’d use to teach
that skill.
KEY ELEMENTS
Knowledge
Model
Practice
Observation with
feedback
• Ongoing coaching
•
•
•
•
Gordon’s Skill
Development Ladder
The Art of Teaching
Unconsciously
Talented
Unconsciously
Unskilled
Consciously
Unskilled
Unconsciously
Skilled
Consciously
Skilled
Gordon’s (1974) Skill Development Ladder
77
KNOWLEDGE
Why
Research
Formal
Informal
How to
Complex to simple
MODEL
PRACTICE
SAFE ENVIRONMENT
FEEDBACK
Twenty to thirty repetitions
over an eight to ten week period.
Two Opportunities for
Observation with Feedback
Practice Environment:
ex. Workshops
Classroom Situations:
ex. Coaching
Joyce/Showers Research
Training Components and Attainment of Outcomes
in Terms of Percent of Participants
— OUTCOMES —
Components
Knowledge
Skill
Transfer
(thorough)
(executive implementation)
Study of Theory
10
(strong)
Demonstrations
30
20
0
Practice
60
60
5
Peer Coaching
95
95
95
5
0
Beverly Joyce and Bruce Showers (2002) Student Achievement Through Staff Development 3rd Edition.
Ch. 5: Designing Training and Peer Coaching: Our Needs for Learning. Alexandria, VA: Association for
Supervision and Curriculum Development
Understanding the
Connection…
In order to see the link between
teacher behavior and student
achievement, let’s use an
example of:
Higher Order Questioning
Strategies
Examine the relationship between students
and teacher in questioning
Higher Order Questioning:
Skill Analysis
Teacher Behavior 1 (T1):
Student Response 1 (S1):
Write questions into plans
and start asking questions
in class discussion
Confusion, Reluctant to
respond
T1:
Write questions, start
asking;
S1:
Confusion, reluctant to
respond;
T2:
Continue asking, increase
wait time, model thinking;
S2:
Attempt to answer posed
questions;
T1:
Write questions,
start asking;
S1:
Confusion, reluctant to
respond;
T2:
Continue asking, increase
wait time, model thinking;
S2:
Attempt to answer posed
questions;
T3:
Provides encouragement,
probing, pausing;
S3:
Successfully responds;
T1:
Write questions,
start asking;
S1:
Confusion, reluctant to
respond;
T2:
Continue asking, increase
wait time, model thinking;
S2:
Attempt to answer posed
questions;
T3:
Provides encouragement,
probing, pausing;
S3:
Successfully responds;
T4:
Withhold recognition for
correct answers, cause
students to assess each
other and dialogue;
S4:
Students debate;
T1:
Write questions, start asking;
S1:
Confusion, reluctant to respond;
T2:
Continue asking, increase wait
time, model thinking;
S2:
Attempt to answer posed
questions;
T3:
Provides encouragement, probing,
pausing;
S3:
Successfully responds;
T4:
Withhold recognition for correct
answers, cause students to assess
each other and dialogue;
S4:
Students debate;
T5:
Provide supportive and conflicting
data;
S5:
Students pose higher level
questions;
Student
Responses
Teacher
Behavior
Changes
Professional Development in
Teacher Behavior…
…leads to student
achievement