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

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Instructional CoachingProfessional Learning
CommunitiesSchool ImprovementAllWith the End
in Mind
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• Stephen G. Barkley
• Executive Vice President
• Performance Learning Systems
• sbarkley_at_plsweb.com
• www.plsweb.com
• blogs.plsweb.com
• twitter.com/stevebarkley

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School Change
Change in Leadership Behavior
Change in PLC and Peer Coaching
Change in Teaching Behavior
Change in Student Behavior
Student Achievement
Source Model developed by Stephen Barkley
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Student Achievement
What is the definition of student achievement
that drives your work?
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21st Century Skills Framework

• Core Subjects
• Economics
• English
• Government
• Arts
• History
• Geography
• Reading or Language
• Arts
• Mathematics
• Science
• World Languages
• Civics

• 21st Century Themes
• - Global Awareness
• - Financial, Economic, Business
• Entrepreneurship Literacy
• - Civic Literacy
• - Health Literacy

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21st Century Partnership
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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 21st century, and
  those who are not. A focus on creativity,
  critical thinking, communication and
  collaboration is essential to prepare students
  for the future.

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As long as the task involved only mechanical
skill, bonuses worked as they would be expected
the higher the pay, the better the performance.
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But once the task called for even rudimentary
cognitive skill, a larger reward led to poorer
performance.
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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 educationa very different kind of education
  than most of us have had are going to be the
  only security there is.

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TOUGH CHOICES OR TOUGH TIMES

• .comfort with ideas and abstractions is the
  passport to the good life, in which high levels
  of educationa very different kind of education
  than most of us have had are going to be the
  only security there is.

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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.

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Student Behaviors

• What student behaviors need to be initiated or
  increased to gain the desired student achievement?

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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

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

• Teach the desired student behavior.
• Model the desired student behavior.

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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.
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Teacher Relationships

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

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Changes Needed to Improve Student Achievement

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?

• 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. 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?

1. What are the behaviors/practices of school
   leadership that are necessary to initiate,
   motivate, and support these changes?

1. How do you see your role in the changing
   behaviors of students, teachers, teacher leaders,
   and administrator?

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Instructional Coaching

EVALUATION Outside Criteria
MENTORING
SUPERVISION
PEER COACHING Teachers Choice
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Gordons SkillDevelopment LadderThe Art of
Teaching
Unconsciously Talented
Unconsciously Skilled
Consciously Skilled
Consciously Unskilled
Unconsciously Unskilled
Gordons (1974) Skill Development Ladder
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Learning Dip
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Trusting the Roles
Teacher

Administrator
Coach
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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.

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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.

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Appraise
Consider one area of teacher practice that is
crucial to your desired student achievement.
Rank your classrooms along this continuum. 1
2 3 4 5 6 7 8 9
10 11 12 Most
Full Change
Implementation Needed
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Evaluation/Appraisal

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

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Whats needed? Who provides it?
EVALUATION Outside Criteria
MENTORING
SUPERVISION
PEER COACHING Teachers Choice
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LISTENING TEST

• You believe that . . . . . . . . . . .
• My focus is . . . . . . . . . . . . . . .
• I should notice . . . . . . . . . . . .

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How Administrators Support Peer Coaching
Technical Coaching Staff Development
Collegial Coaching Relationships
Challenge Coaching Solutions
Opportunities
Robert J. Garmston (1987)
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How are these used in your role?

• Presenting
• Training
• Facilitating

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Presenting
P
P
P
P
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Training

• Consider
• Experiment
• Practice

P
P
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Facilitating
P
P
P
Action
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Consulting Knowing when to use each role

• Presenting
• Training
• Facilitating

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

• Teacher Conversations
• Teacher Behaviors/Actions
• Student Behaviors
• Student Achievement

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COACHING A NEW SKILL
Select a skill or proficiency that you could
train to others. Outline the activities youd use
to teach that skill.
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KEY ELEMENTS

• Knowledge
• Model
• Practice
• Observation with feedback
• Ongoing coaching

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KNOWLEDGE

• Why
• Research
  
• Formal
• Informal
• How to
• Complex to simple

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MODEL
Environment
Skills
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PRACTICE

• Safe Environment
• Feedback
• Twenty to thirty repetitions
• over an eight to ten week period.

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Two Opportunities forObservation with Feedback

• Practice Environment
• ex. Workshops
• Classroom Situations
• ex. Coaching

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Joyce/Showers Research

• Training Components and Attainment of Outcomes
• in Terms of Percent of Participants

OUTCOMES
Components Study of Theory Demonstrations Pract
ice Peer Coaching
Knowledge (thorough) 10 30 60 95
Skill (strong) 5 20 60 95
Transfer (executive implementation) 0 0 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
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Understanding the Connection

• In order to see the link between teacher behavior
  and student achievement, lets use an example of
• Higher Order Questioning Strategies

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Examine the relationship between students and
teacher in questioning
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Higher Order Questioning Skill Analysis
Student Response 1 (S1) Confusion, Reluctant to
respond

• Teacher Behavior 1 (T1)
• Write questions into plans and start asking
  questions in class discussion

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• T1
• Write questions, start asking
• T2
• Continue asking, increase wait time, model
  thinking

• S1
• Confusion, reluctant to respond
• S2
• Attempt to answer posed questions

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• 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

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• 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

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• 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

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Higher Order Questioning
Student Responses
Teacher Behavior Changes
______ __________
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Professional Development in Teacher Behavior
leads to student achievement