Your SlideShare is downloading. ×
Ian Dickinson NAPP Summary 2013
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Ian Dickinson NAPP Summary 2013

295
views

Published on

A summary of my personal inquiry project as part of my NAPP 2013 learning.

A summary of my personal inquiry project as part of my NAPP 2013 learning.


0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
295
On Slideshare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
0
Comments
0
Likes
1
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide
  • Main page- leadership korowai
    Attributes of the PYP learner profile- strong belief in these attributes- not just students, but required for teachers and all connected to BBI to demonstrate these.
  • Breaking down the focus for my inquiry into 3 key parts;
    1. Find a coaching framework
    2. Identify coaching clients and work alongside them in instructional coaching situations (constraints about conversation themes) throughout year to change practice
    3. Look for evidence of changing practice and impact on student motivation and outcomes
  • Growth coaching international.
    Year of professional study- staff scholarship- follow up on phase 1 from 2011 sessions, working on outcomes of external professional appraisal in 2012.
    Education group- aligned with GCI as NZ providers- through same appraiser from 2012
    Requirements- coaching clients through series of sessions, develop personal professional practice, readings and professional reflection
    Focus of client work- educational, instructional coaching (doesn’t have to be like this)
  • Vehicle for learning and reflection- electonic portfolio (Google Sites) which aligns with the digital learning environment of BBI
    Shared with key stakeholders- Principal, Coaching leader, coaching clients
    Ongoing process of reflection- practice, learning, leadership
  • Elements of tu Rangatira considered during the establishment of coaching framework;
    -Coaching model which is based heavily around relationships, strong levels of trust, and ongoing rapport during partnership
    -Coaching ‘vehicle’ which is identical to that expected of others, and the use of it is the same as expected of others- both students and teachers, valuing reflection as we expect our BBI learners to value reflection and sharing their learning with others- I am endeavouring to ‘walk the talk’
  • -Establish clients initially through outlining the NAPP and GCI learning for the year, establishing the potential benefits and creating positive learning environment/conditions beneficial to the learners/clients/interested teachers;
  • -Discuss current practice in relation to the initial goal.
    -Review and establish the current ‘reality’ in relation to it
  • -Establish clients initially through outlining the NAPP and GCI learning for the year, establishing the potential benefits and creating positive learning environment/conditions beneficial to the learners/clients/interested teachers;
  • Elements of Tu Rangatira;
    -Acknowledging that coachees are being (BBI speak) ‘Risk-takers’ and that the process needs to be supportive- release time, following GCI code of practice around confidentiality and relationships.
    -Maintaining pace of change, maintaining professional relationships, meeting deadlines, maintaining records and reflections, ensuring ‘boundaries’ relating to goals which impact on student outcomes and engagement- for benefit of BBI learners- so some constraints to manage.
  • -Reflection on some readings
    -Reflect on my growing understanding
    -
  • -Reflection on some readings
    -Reflect on my growing understanding
    -
  • -Reflection on some readings
    -Reflect on my growing understanding
    -
  • -Reflection on some readings
    -Reflect on my growing understanding
    -
  • -Remember to look ahead- broadening impact into appraisal and professional standards processes for 2014, utilise ‘Robertson’ conversations into professional learning relationships for 2013
  • -Identify the good practice that was identified as having a positive impact on priority learners and sharing/ encouraging similar reflective learning networks around school for all learners
    -Developing leadership within others, culture of sharing and reflectiveness, and developing individual learning and reflective pathways
  • -Identify the good practice that was identified as having a positive impact on priority learners and sharing/ encouraging similar reflective learning networks around school for all learners
    -Developing leadership within others, culture of sharing and reflectiveness, and developing individual learning and reflective pathways
  • Transcript

    • 1. Focus for my inquiry; To what extent is a coaching framework in professional learning impacting on teacher and student motivation, and learning outcomes? -Establish appropriate coaching framework -Identify coaching clients and coach these clients towards action goals which related to achievement of target students -Develop understanding of coaching methods through professional learning activities -Use reflection to identify impact of coaching on teacher practice and student learning outcomes
    • 2. -Establish appropriate coaching framework
    • 3. -Establish appropriate coaching framework
    • 4. -Establish appropriate coaching framework
    • 5. -Identify coaching clients and coach these clients towards action goals which related to achievement of target students Case study #1 (Reflect prior to coaching conversation) Establishing Goal (G) “By the end of week 4, I will have established a small writing focus group based on teacher judgements and Asttle criteria, so that I improve student outcomes and develop my pedagogy in writing.”
    • 6. -Identify coaching clients and coach these clients towards action goals which related to achievement of target students Case study #1 (Reflect through coaching conversation) Explore current reality and some potential further options (R, O) Outcomes for the client were focused on 2 optional areas to move forward with her goal; 1. Integrating technology with purpose in order to engage the focus writers (as outlined in her wider goal) 2. Finding authentic contexts to excite and engage her target students in writing.
    • 7. -Identify coaching clients and coach these clients towards action goals which related to achievement of target students Case study #1 (Reflect about potential options) Identify the most effective of the options which you will implement (W) and aim to clarify into tactics which you can measure the impact of. (T) Some tactics the client explored were using the student teacher in her room to work with the other students, freeing her to focus on utilising the technology, keeping the initial technology simple to cater for the skills of the students, visiting staff who utilise the technology in learning well, participating in some personal upskilling with applications/programmes, linking the tactic to another area of interest- modelling writing- as a way to do 2 things better at the same time.
    • 8. -Identify coaching clients and coach these clients towards action goals which related to achievement of target students
    • 9. -Develop understanding of coaching methods through professional learning activities Coaching Accreditation Phase 4- An overview -Establishing coaching relationship(s) -Working with a coaching mentor through 6 sessions -Completion of online portfolio -Written assignment using the content of reflections journalling use of coaching process and development of coaching practice
    • 10. -Develop understanding of coaching methods through professional learning activities Key differences; GCI -No common contextual knowledge -Distinct roles (coach/coachee) -Working to coach the other person -Coachee reflects personally and finds potential solutions -‘Dynamic process that develops to meet the needs of environmental leaders (e.g. coachees) Key differences; Robertson -Common contextual knowledge important -Duplicated roles (mutual coaching) -Working to coach together simultaneously -Seek feedback from coaching partner
    • 11. -Develop understanding of coaching methods through professional learning activities Coaching in Education (Edited by) van Nieuwerburgh Professional Capital Andy Hargreaves
    • 12. -Develop understanding of coaching methods through professional learning activities
    • 13. -Use reflection to identify impact of coaching on teacher practice and student learning outcomes Evidence of Impact- Numbers of Target Boys at Below Standard BOY OTJ EOY OTJ A 2 0 B 4 2 C 3 2 D 6 4 E 3 1 F 2 2
    • 14. -Use reflection to identify impact of coaching on teacher practice and student learning outcomes Case studies- From final report “...evidence would be seen in the change in her teaching (types of learning engagements, learning conversations with students, use of resources, teaching approaches and group organisation)” “Other spin-offs of the coaching were that "it encouraged me to look deeper" and inquire into coachee’s practice.” “Coachee’s hunch was that the coaching had developed her confidence when dealing with others and confidence to demonstrate leadership.” “Coachee has challenged others in different contexts through questioning and reflecting with them on the ‘why’ in situations.” “Coachee has made more use of questions with them- sometimes in behaviour management because there is a longer lasting outcome of coaching the person (rather than the issue).”
    • 15. -Use reflection to identify impact of coaching on teacher practice and student learning outcomes
    • 16. -Use reflection to identify impact of coaching on teacher practice and student learning outcomes Next steps- developing a sustainable process and the use of coaching as a professional learning tool

    ×