Instructional Coaching Professional Learning Communities School Improvement All With the End in Mind

Stephen G. Barkley Executive Vice President Performance Learning Systems blogs.plsweb.com twitter.com/stevebarkley

School Change Source: Model developed by Stephen Barkley 3

4 What is the definition of student achievement that drives your work? Student Achievement

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

21 st Century Partnership

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 21 st 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.”

14 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.

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.

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.

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

19 Teacher Changes What changes in individual teacher practices are most likely to generate the changes we seek in students?

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

21 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.

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

23 5.How do you see your role in the changing behaviors of students, teachers, teacher leaders, and administrator? YOU Changes Needed to Improve Student Achievement 4.What are the behaviors/practices of school leadership that are necessary to initiate, motivate, and support these changes? 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? 2.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? 2.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? 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?

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

25 Unconsciously Talented Unconsciously Unskilled Consciously Unskilled Consciously Skilled Unconsciously Skilled Gordon’s (1974) Skill Development Ladder Gordon’s Skill Development Ladder The Art of Teaching

26 Learning Dip

27 Trusting the Roles Teacher Administrator Coach

28 Analysis Identify classrooms in your school that are closest to full implementation of your vision for learning. Describe in detail the observable students behaviors. Describe in detail the observable teacher behaviors.

29 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.

30 Appraise Consider one area of teacher practice that is crucial to your desired student achievement. Rank your classrooms along this continuum Most Full Change Implementation Needed

31 Evaluation/Appraisal Select one skill set that you believe is most important. __________________ Rank teachers according to this system: Unwilling Unaware Getting Ready Started Developing

32 What’s needed? Who provides it? EVALUATION Outside Criteria SUPERVISION MENTORING PEER COACHING Teacher’s Choice

33

LISTENING TEST You believe that My focus is I should notice

How Administrators Support Peer Coaching Technical Coaching Staff Development Collegial Coaching Relationships Challenge Coaching Solutions & Opportunities Robert J. Garmston (1987)

How are these used in your role? Presenting Training Facilitating 37

Presenting 38

Training Consider Experiment Practice 39

Facilitating 40 P P P

Consulting: Knowing when to use each role Presenting Training Facilitating

My Work My Time Design together Implement individually Shared responsibility for student achievement Helping each other Modify Individual Behavior, Consensus on implementation IndividualFranchiseTeam Vulnerability Trust

Vulnerability Trust ACTION

My Work My Time Design together Implement individually Shared responsibility for student achievement Helping each other Modify Individual Behavior, Consensus on implementation ACTION IndividualFranchiseTeam Vulnerability Trust

Changes from PLC Implementation Teacher Conversations Teacher Behaviors/Actions Student Behaviors 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

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 Components Study of Theory Demonstrations Practice Peer Coaching Beverly Joyce and Bruce Showers (2002) Student Achievement Through Staff Development 3 rd Edition. Ch. 5: Designing Training and Peer Coaching: Our Needs for Learning. Alexandria, VA: Association for Supervision and Curriculum Development Knowledge (thorough) Skill (strong) Transfer (executive implementation) — OUTCOMES —

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;

Teacher Behavior Changes Student Responses

Professional Development in Teacher Behavior… …leads to student achievement