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High Reliability Schools

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Title: Cabarrus County Author: Tonya Bauguess Last modified by: School of Education Created Date: 1/30/1990 6:56:24 PM Document presentation format – PowerPoint PPT presentation

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Title: High Reliability Schools


1
High Reliability Schools
  • 1997

2
Feedback
3
Responding to Teachers as Individuals...
  • Mentors can help teachers to learn and to develop
    independently and thus encourage teachers to do
    the same for their students

4
Mentors as Counselors...
  • Mentors who adopt a counseling orientation
    usually do not subscribe to a laissez-faire
    attitude of teacher growth nevertheless, they
    accede to individual differences in their
    acceptance of the teaching environment
  • This is an environment in which the goals and
    objectives for teaching are established and
    controlled primarily by the teacher

5
  • Person-centered humanistic mentors draw upon
    individual differences, such as perceptions of
    teacher warmth and openness, to minimize teacher
    frustration or failure and to look for abilities
    and aptitudes that determine successful teaching
  • Such mentors view growth and development mainly
    as the responsibility of the teacher

6
  • Person-centered approaches concentrate mainly on
    the personal needs of the teacher, not the
    teachers technical skills of delivering
    instruction

7
  • Because mentors who function as counselors
    typically use nondirective approaches, they may
    frustrate teachers seeking more direct advice and
    guidance

8
Teacher Efficacy
  • Teacher efficacy is believed to be one of the
    most significant social-pyschological factors
    influencing teachers work
  • Teacher efficacy is defined in many ways
  • It has been equated with empowerment and connoted
    with knowledge about practice

9
  • Teacher efficacy has been synonymous with
    teachers sense of responsibility for past
    student learning
  • It has been view both as a broad construct and as
    a narrow concept that distinguishes among
    individual, organizational, and professional
    dimensions

10
  • An element common to many definitions of teacher
    efficacy is personal teacher efficacy-- the
    beliefs that individual teachers hold about their
    own capacities or abilities to act in ways that
    bring about student learning and development

11
Bandura contends that self-efficacy develops
from...
  • 1- actual performance attainments
  • 2- vicarious experiences-- seeing or visualizing
    other similar people perform tasks both
    successfully and unsuccessfully
  • 3- verbal persuasion-- attempts of others to lead
    individuals to believe that they indeed possess
    the capablities to perform particular tasks
  • 4- physiological indices-- trembling, sweating,
    etc.

12
Functions of self-efficacy
  • Self-efficacy influences individuals decisions
    regarding choice of activities, tasks, and social
    situations.
  • Self-efficacy is related to how much effort
    individuals will extend and how long they will
    persist in the face of obstacles or aversive
    experiences
  • Self-efficacy influences how individuals think
    about and react emotionally to others and to
    their environments

13
Research Speaks on Training...
  • A number of training components have been
    identified as contributing to the impact of a
    training sequence

14
Presentation of theory
  • Studying theory can provide the rationale,
    conceptual base, and verbal description of an
    approach to teaching or instructional technique
  • Level of impact presentation of theory can
    raise awareness and increase conceptual control
    of an area however, alone, it is not powerful
    enough to achieve much beyond the awareness level

15
Modeling or demonstration
  • Modeling involves enactment of a teaching skill
    either through live demonstration, or through
    television, film, or other media
  • Level of impact modeling appears to have a
    considerable effect on awareness and some effect
    on knowledge. Demonstration also increases the
    mastery of theory

16
Practice under simulated conditions
  • Practice involves trying out a new skill or
    strategy simulated conditions are achieved by
    practicing either with peers or with small groups
    of children under circumstances which do not
    require management of an entire class
  • Level of impact when awareness and knowledge
    have been achieved, practice is a very efficient
    way of acquiring skills and strategies

17
Structured feedback
  • Structured feedback involves learning a system
    for observing teaching behavior and providing an
    opportunity to reflect on those observations
  • Level of impact taken alone, feedback can
    result in considerable awareness of ones
    teaching behavior and knowledge about
    alternatives it has reasonable power for
    acquisition of skills and their transfer to the
    classroom situation

18
Coaching for application
  • If constant feedback is provided with classroom
    practice, a good many, but not all, will transfer
    their skills into the teaching situation
  • For many others, however, direct coaching on how
    to apply the new skills and models appears to be
    necessary
  • Coaching involves helping teachers analyze the
    content to be taught and the approach to be
    taken, and making very specific plans to help the
    student adapt to the new teaching approach

19
  • The most effective training activities will be
    those that combine theory, modeling, practice,
    feedback, and coaching for application

20
Coaching
21
  • The culture of most school faculties has been
    highly individualistic, with nearly all
    interaction over day-to-day operations
  • Without collective action, schools have
    difficulty addressing problems that cannot be
    solved by individual action
  • Various models for team teaching have included
    forms of a collegial, inquiry-oriented notion.

22
  • The extensive use of study teams and councils to
    facilitate learning is recommended
  • Each teacher and administrator has membership in
    a team whose members support one another in study
  • Each person can have membership in a coaching
    team of two or three
  • Each team is linked to one or two others, forming
    a study group of no more than six members

23
  • The principal and the leaders of the study group
    in a school form the staff development/school
    improvement council of that school
  • A representative from each school within a
    district cluster serves on the District Cluster
    Network Committee, which coordinates staff
    development efforts between schools and the
    district and works directly with the director of
    staff development

24
  • The coaching teams and study groups are the
    building blocks of the system
  • Team members support one another as they study
    academic content and teaching skills and
    strategies

25
Transfer...
  • Transfer refers to the effect of learning one
    kind of material or skill, or the ability to
    learn something new
  • Teaching, by its nature, requires continuous
    adaptation it demands new learning in order to
    solve the problems of each moment and situation

26
  • Horizontal transfer refers to the conditions in
    which a skill can be shifted directly from the
    training situation in order to solve problems
  • Vertical transfer refers to conditions in which
    the new skill cannot be used to solve problems
    unless it is adapted to fit the conditions of the
    workplace

27
  • Setting up arrangements for the trainees to
    develop a self-help community to provide coaching
    is regarded as essential if transfer is to be
    achieved
  • Ideally, coaching teams are developed during
    training

28
Coaching involves three major functions
  • 1- provision of companionship
  • 2- analysis of application
  • 3- adaptation to the students

29
Provision of Companionship
  • The first function of coaching is to provide
    interchange with another adult human being over a
    difficult process
  • The coaching relationship results in the
    possibility of mutual reflection, the checking of
    perceptions, the sharing of frustrations and
    successes, and the informal thinking through of
    mutual problems

30
  • The companionship not only makes the training
    process technically easier, it enhances the
    quality of the experience
  • It is a lot more pleasurable to share a new thing
    than to do it in isolation

31
Analysis of Application
  • Among the most important things one learns during
    the transfer period are when to use a new model
    appropriately and what will be achieved by doing
    so
  • During training, the coaching teams need to spend
    a considerable amount of time examining
    curriculum materials and plans and practicing the
    application of the model they will be using later

32
Adaptation to the Students
  • Successful teaching requires successful student
    response
  • One of the major functions of the coach is to
    help players to read the responses of the
    students to that the right decisions are made
    about what skill training is needed and how to
    adapt the model

33
  • Successful use of a new method requires practice
  • One of the principle jobs of the coaching team is
    to help members feel good about themselves during
    the early trials
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