Coach/Principal Partnership Webinar

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Presentation transcript:

Coach/Principal Partnership Webinar September 2017 Steve Barkley

Why does Instructional Coaching require a partnership? Principal as an Instructional Leader has a responsibility for teacher growth. Instructional Coach (IC) is an investment the system is making in student achievement in the school. Principal and IC share responsibility for increased student achievement.

School Change Student Achievement Student Behavior Change in Leadership Behavior Change in PLC and Peer Coaching Change in Teaching Behavior Change in Student Behavior Change in Student Achievement Source: Model developed by Stephen Barkley 3

3 areas to explore today Focus and Goals Expectations Long-Term Culture

Focus and Goals Joellen Killion Coaches’ primary responsibility is student learning often mediated by teachers’ application of effective practices rather than knowing about or knowing how to use those practices.

Planning Backwards 1 Define the desired change in student outcomes – differentiated. 2 Identify the changes needed in student learning production behaviors to create the desired learning (what will students need to do and/or experience). 3 Decide on teacher actions individually and/or corporately that are most likely to gain the necessary student behaviors. 4 Support the identified teacher actions with professional learning, PLCs, instructional coaching, etc. 5 Identify leadership actions to initiate, motivate, guide, etc. the process.

Implementing the plan 1 2 3 4 5 Take Take leadership actions to initiate, motivate, guide, etc. the process. 2 Support Support the identified teacher actions with professional learning, PLCs, instructional coaching, etc. 3 Coach Coach teacher actions individually and/or corporately that are most likely to gain the necessary student behaviors. 4 Observe Observe for the changes needed in student learning production behaviors to create the desired learning (what will students need to do and/or experience). 5 Assess Assess for the change in student outcomes – differentiated.

Where would you want to build in progress check points? 1 Take Take leadership actions to initiate, motivate, guide, etc. the process. 2 Support Support the identified teacher actions with professional learning, PLCs, instructional coaching, etc. 3 Coach Coach teacher actions individually and/or corporately that are most likely to gain the necessary student behaviors. 4 Observe Observe for the changes needed in student learning production behaviors to create the desired learning (what will students need to do and/or experience). 5 Assess Assess for the change in student outcomes – differentiated.

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? L E A D R S H I P T F O N C / G U V M 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? 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?

Expectations Instructional Coach Administrator Teachers

Instructional Coach Expectations Provide the supporting elements necessary for teachers to add new learning to their practice that will impact student achievement. Maintain a non-evaluative relationship with teachers as you join them in accepting shared responsibility for student success.

KEY ELEMENTS Knowledge Model Practice Observation with Feedback Ongoing Coaching

Knowledge Why Research Formal/Informal How to Complex to Simple

Model Environment Skills

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 Study of Theory Demonstrations Practice Peer Coaching Knowledge (thorough) 10 30 60 95 Skill (strong) 5 20 60 95 Transfer (executive implementation) 5 95 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

Gordon’s Skill Development Ladder The Art of Teaching Unconsciously Talented Unconsciously Skilled Consciously Skilled Consciously Unskilled Explain how new learning goes into dip…….. Skip ahead to backwards slide Unconsciously Unskilled Gordon’s (1974) Skill Development Ladder

Learning Dip Later Now The coach is a cheerleader during this difficult time.

The Complexity of Creating Student Learning Outcomes Student Production Behaviors Novice Developing Empowered Learner What teacher behaviors support movement What teacher behaviors support movement Evidence of Progress Evidence of Progress

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) Write questions into plans and start asking questions in class discussion Student Response 1: (S1) Confusion, Reluctant to respond

T1: Write questions, start asking; T2: Continue asking, increase wait time, model thinking; S1: Confusion, reluctant to respond; S2: Attempt to answer posed questions;

T1: Write questions, start asking; T2: Continue asking, increase wait time, model thinking; T3: Provides encouragement, probing, pausing; S1: Confusion, reluctant to respond; S2: Attempt to answer posed questions; S3: Successfully responds;

T1: Write questions, start asking; T2: Continue asking, increase wait time, model thinking; T3: Provides encouragement, probing, pausing; T4: Withhold recognition for correct answers, cause students to assess each other and dialogue; S1: Confusion, reluctant to respond; S2: Attempt to answer posed questions; S3: Successfully responds; S4: Students debate;

T1: Write questions, start asking; T2: Continue asking, increase wait time, model thinking; T3: Provides encouragement, probing, pausing; T4: Withhold recognition for correct answers, cause students to assess each other and dialogue; T5: Provide supportive and conflicting data; S1: Confusion, reluctant to respond; S2: Attempt to answer posed questions; S3: Successfully responds; S4: Students debate; S5: Students pose higher level questions;

Higher Order Questioning Student Responses Teacher Behavior Changes Student Achievement

Administrator Expectations Communicate the expectation for teachers to engage in working with the IC Maintain the non-evaluative role of the instructional coach Assist in creating the time coaching

Instructional Coaching EVALUATION Outside Criteria MENTORING SUPERVISION PEER COACHING Teacher’s Choice

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

Teacher Expectations Engage openly with the coach with a goal of maximizing student success.

Creating a Coaching Culture In a coaching culture, most staff use a coaching approach in their daily life – with each another, and with external stakeholders and customers. A true coaching culture is just ‘part of the way we do things around here’. But it’s not all motherhood and apple pie. A coaching culture is about delivering results, improving performance and making the most of people’s potential. The emphasis is on delivering results and making each other (and the wider organisation) stronger and more capable. It’s NOT about having coaching conversations for their own sake, or as a diversion from other activities! Ed Parsloe

The Coach of Coaching The instructional coach can assist teachers in forming coaching connections for peer coaching: common professional growth goals within PLCs shared student concerns

Change Agents What leadership behaviors of principal and instructional coach will work to create the desired vision of a coaching culture that impacts student success?

Partnership Checkpoints Schedule at least biweekly check-in conversations. Principal and IC should be coaching each other. As partners, make commitments to each other to carryout the agreed upon leadership actions. Be accountable to each other. Request feedback whenever your actions are incongruent with the plan.