NJ LF Workshop Feb 27, 2014

Report
Instructional Leadership
through Coaching
Steve Barkley
School Change
Source: Model developed
by Stephen Barkley
Student Achievement
What is your definition of student achievement?
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.
School Change
Source: Model developed
by Stephen Barkley
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 risks in learning
• Using technology to
research and produce
• Adapting to change
Teacher Behaviors
What teacher behaviors are most likely to generate
these student behaviors?
Teacher Behaviors
• Teach the desired
student behavior.
• Model the desired
student behavior.
The Formula…
Effort x Ability
= Success
Manageable Task
Teacher Relationships
What changes need to occur in how
teachers work with each other to
support the needed teacher
behaviors?
Teacher Relationships
•
•
•
•
Parallel Play
Adversarial Relationships
Congenial Relationships
Collegial Relationships
Roland S. Barth
Relationships Within the Schoolhouse
ASCD 2006
School Change
Source: Model developed
by Stephen Barkley
Leader Behaviors
What leadership behaviors are needed to
support the desired staff, teacher, parent,
and student behaviors?
Instructional Coaching
EVALUATION
Outside Criteria
MENTORING
SUPERVISION
PEER COACHING
Teacher’s Choice
Pre-observation Conference
Observation
Post-observation Conference
The Environmental Influences
C lo se d
O pen
Q u e stio n C o n trols
d ire ctio n
A n sw e r C on tro ls
d ire ctio n
OPEN ENVIRONMENT
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•
•
•
•
•
•
•
Uncover Thinking
Opinions
Problem Solving
Creativity
Critical Thinking
Discussion
Emotions/Feeling
Counseling
CLOSED ENVIRONMENT
•
•
•
•
•
•
•
•
Right/Wrong
One Way
Sequence
Skills
Test
Control
Authority
Quick Fix
The Environmental Influences
C lo se d
O p en
Q u estion Controls
direction
An sw er C on trols
direction
Right/Wrong
Uncover Thinking
One Way
Opinions
Sequence
Problem Solving
Skills
Creativity
Test
Critical Thinking
Control
Discussion
Authority
Emotions/Feeling
Quick Fix
Counseling
E va lu a tive
C re a tive
Pe rso n a lize d
V is io n - M is s io n
S tr a te g y - C u rric u lu m
Agenda
T a c tic s - L e s s o n P la n
O p e ra tio n s - T e a c h in g S k ills
Fo cu s
LISTENING TEST
• You believe that . . . . . . . . . . .
• My focus is . . . . . . . . . . . . . . .
• I should notice . . . . . . . . . . . .
Confirmatory Paraphrase
Fact
Attitude/Feeling
Intention
Commitment
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.
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.
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.
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.
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.
Gripes to Goals
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.
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.
Making Suggestions
Phrase Positively
Clear and Specific
Congruent
Pay-off
Compliment
Praise
Approval
Approval
H.I.P.
Personalize
Cite the Specifics
Observation Form
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.
• 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.

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