Collaborative and Authentic Conversations through the art of

Report
COLLABORATIVE AND AUTHENTIC
CONVERSATIONS THROUGH THE
ART OF COACHING:
A COACHING STORY
Elizabeth Cifuentes
[email protected]
WELCOME!
1. Help yourself to some candy 
2. Select two different colors and keep these handy (do
not eat) – you will be sharing
3. Prepare to share your skittles.
SKITTLES ME …. SKITTLES YOU
State your name, job title, how many years of coaching you have, then
answer the following questions based on your skittles colors:
RED: Are you an early (before 6am) or late riser?
ORANGE: What was your first job (after college?)
PURPLE: What is something that we wouldn’t know by your
appearance?
GREEN: Why are you an educator?
YELLOW: Who has been the biggest influence in your profession?
MS. WHOAREYOUTOTELLME…
MR. BUTIJUSTNEEDSOMEHELP…
• “Between 40 – 50% of teachers will leave the classroom
within their first 5 years” – Liz Riggs (2013)
GAME-CHANGERS…
• “Coaching is one of the most – if not the most – highly
effective vehicles for developing the professional capacity
of our teachers and administrators”
• Agree or Disagree?
• While schools are designed to teach students, we must be
equally attentive to the learning needs of our teachers and
administrators to ensure they keep pace with a changing
student body in an even faster changing world.”
• - Laurelin Andrade – Blogger, edweek.org
ROLE OF THE COACH
• Coaches are professionals who are committed to being
lifelong learners and scholars through readings, research and
professional development
• Coaches work through a model of shared leadership in the
planning and implementing of coaching experiences for
teachers and other professionals.
• Coaches will engage in collaboration and conversations about
researched-based instructional practices for implementation of
the Common Core State Standards.
TYPES OF COACHING
Description
Details (What can it look like)
Resource Coaching- Supporting teachers in general
topics through activities such as:
- Presenting workshops
- Facilitating workshops/book studies
- Sharing resource materials
- Presenting information on different issues
- Meeting with teachers to share and problem solve
on different content
- Sharing materials
- Preparing professional development
Problem-Solving Coaching- Supporting teachers in
areas of specific needs such as:
- Modeling Lessons
- Co-planning lessons
- Analyzing student work
- Problem solving strategy/content issues
-
-Analyzing student data to collaborate, plan, and
co-teach lessons
-Collaborating with teachers to problem solve issues
in the class
- Modeling and demonstrating literacy concepts and
activities
Observation Coaching – Supporting teachers by:
- Observing lessons with pre & post feedback
- Providing feedback on instructional practice
sessions
- Co-teaching lessons
- Collaborating & problem solving instructional
- Observing students and giving teacher feedback
plans for students
OUR EXPERIENCES ARE EVERYTHING
•We, not I
•Sharing our experiences, frustrations and hopes
help bond with others… even the reluctant.
TIMING IS EVERYTHING
Ms. Iwasthinkingabout
• Scenario  After many attempts to sit down and assist this
teacher, you continually receive the “maybe next week” runaround. This educator clearly has no desire to meet with you in
the beginning of the year. It is now January, and they had a
“quick question about centers” but you have a fully booked
week ahead….
• Why would this teacher react this way towards a coach?
• How do we respond?
TIMING IS EVERYTHING!
• Although booked for the week, I rearranged my schedule,
researched strategies and met her very next day. The first
conversation was a great start!
• “When a teacher asks for help accommodate him or her as soon as
possible. Jump on opportunities where you are invited because
their desire or willingness would diminish if you start with not being
available.” – Jennifer Allen, 2006.
• Being invited is a signal for some type of assistance and we need
to take advantage of these openings.
BUILDING TRUST
•Mr. Ifyousayso
• Scenario Mr. Ifyousayso is always hesitant towards the
beginning of every conference. He is compliant and “does”
everything you ask of him. However, there is no real
reflecting or exchanging of ideas.
• Why would this teacher react this way towards a coach?
• How do we respond?
BUILDING TRUST
• Kept making myself available, providing resources, having a
“open” demeanor
• Educator is now eager to try new strategies, think through the
“teaching” process with me.
• Working in classrooms is all about building relationships and
establishing trust over time.
• Following through on simple tasks. Ex. Providing a copy of a
strategy quickly discussed.
• Sharing stories of my teaching frustrations and how I overcame.
SHARED LEARNING… SHARED COLLABORATION
•Ms. Butcan’tyoujustcomein
• Scenario  A teacher is constantly asking you to come teach
their class. They explain, “I need to do more writing in my
class, can you come in and just teach a writing lesson?” You
feel obligated to come in but you know the teacher will not
really observe or debrief with you…
• Why would this teacher approach the coach in this manner?
• How do we respond?
SHARED LEARNING… SHARED COLLABORATION
• If this were followed, we would be teaching many classes, and
teachers would never really learn. Modeling needs to be a
shared learning experience.
• When teachers ask if I can work in their room, this is a good
response but they have to learn through it. Supporting
classroom instruction is the same approach with learning… the
desire to learn and change needs to stem from the individual
teacher.
• I MODEL, WE MODEL, YOU MODEL, WE REFLECT.
•“Coaching is all about change. Change
occurs in small actions, week after week.
It happens when we change what we do,
what we think and believe and how we
see the world”
-Karla Reiss
I MODEL, WE MODEL, YOU MODEL, WE REFLECT.
Collaborative Framework For Supporting
Teachers in the Classroom
Meet with the teacher and
design a plan for collaboration
Shared planning/collaboration
Model strategy for the teacher
and students
Practice of strategy by the
teacher as a follow-up
Debrief with the classroom
teacher
I Model
We Model / You Model
We Reflect
Becoming a Literacy Leader –
Jennifer Allen (2006)
DOCUMENTATION
• Keeping records
• Progress/Growth management
• Samples
• Blank form  Alter to fit your needs!
First myth: Conflict is negative. Nature
uses conflict as a motivator for change.
-Thomas Crum, The Magic of Conflict
FURTHER RESOURCES
• Becoming a Literacy Leader - Jennifer Allen (2006)
• Talk about Teaching – Charlotte Danielson (2009)
• School Leadership that Works – Marzano, Waters,
McNulty (2005)
• Reading Specialists and Literacy Coaches – Vogt &
Shearer (2007)
TAKEAWAY FOLDER
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Types of Coaching Handout – Roberta Apostolakis (2009)
•
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Reflection Sheet - University of Kansas – Center for Research on Learning
Tips For Going Into Classrooms – Jennifer Allen (2006)
Coaching Styles of Feedback Language - Roberta Apostolakis (2009)
The Seven Norms of Collaborative Work – Robert Garmston, Ed.D
Sample of a coaching session – E. Cifuentes
Sample Documentation of coaching session – E. Cifuentes
After-Action Report (Post-Observation form) – University of Kansas – Center for
Research on Learning
Protocol- Looking at Student Work – National School Reform Faculty
Article, “Use peer coaching to extend your skills,” Martha O. Deblieu
NEED FURTHER ASSISTANCE?
Elizabeth Cifuentes
[email protected]
201-862-6000 x. 6720
Feel free to contact me!
All information is available business card.

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