Peer Coaching

Report
Peer Coaching
Job-Embedded
Professional Learning
Steve Barkley
Coaching Beliefs
1. Everyone working in the school should be observed
once a week and receive feedback.
2. The most skilled and professional educators should be
coached the most.
Instructional Coaching
EVALUATION
Outside Criteria
MENTORING
SUPERVISION
PEER COACHING
Teacher’s Choice
School Change
Source: Model developed
by Stephen Barkley
Student Achievement
What is the definition of student
achievement that drives your work?
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.
7
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 the desired student behaviors?
10
Teacher Behaviors
• Teach the desired
student behavior.
• Model the desired
student behavior.
School Change
Source: Model developed
by Stephen Barkley
Celebrate
Gain Options
Practice Consciously
13
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
14
Learning Dip
15
Teacher Relationships
•
•
•
•
Parallel Play
Adversarial Relationships
Congenial Relationships
Collegial Relationships
Roland S. Barth
Relationships Within the Schoolhouse
ASCD 2006
16
How Administrators
Support Peer Coaching
Technical
Coaching
Collegial
Coaching
Challenge
Coaching
Staff
Development
Relationships
Solutions &
Opportunities
Robert J. Garmston (1987)
Barth: By collegiality I mean
four things
•
One, teachers talking with one another about the work
they do -- talking in faculty meetings, in hallways, in
classrooms, at the dinner table about practice.
•
Second, sharing that craft knowledge, shouting it from
the mountaintop, and honoring it when someone else is
sharing it.
Barth
• Third, making our practice mutually visible. That is,
you come into my classroom and watch me teach
seventh-grade biology and I come into your
classroom and watch you teach ninth-grade
geometry, and, afterward, we talk about what we
are doing and why, and what we can learn from
each other.
• Above all, collegiality means rooting for the success
of one another. If every adult in the school is rooting
for you, when the alarm clock rings at six a.m., you
jump out of bed to go to that school
Pre-Observation Conference
Observation
Post Observation Conference
20
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 . . . . . . . . . . . . .
Steve Barkley
Ponders Out Loud
http://pls3rdlearning.com/blog

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