Coaching Report


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Coaching Report

  1. 1. STEPHEN BARKLEY JANUARY 22, 2009 Coaching for Quality Teaching and Learning Create a Culture of Coaching Group Objectives and Presenter asked the group to share their questions prior to getting started. How do we convince administration that money spent on a coach is money well spent? How do we create a climate change to support coaching? How can coaches help teachers identify their needs? How do we clearly define the role? How do we balance people piece with data piece? How do we create the good relationships? Having the chance to attend threatening nature has enabled me this one day workshop was very to develop many personal How do important to me. As my role at relationships. As time goes on and we find out South Western continues to shift, the relationships grow, the chance that coaching I find the coaching opportunities to work closely with the staff teachers can to be more and more valuable. increases. This workshop gave me improve These opportunities to have new techniques to utilize and new achievement? personal interactions of a non- skills to develop to this end. STAFF AND TEACHER RELATIONSHIPS Q. What changes in teacher with each other), adversarial, congenial, relationships ~ the ways that teachers work collegial. Think about grade levels, with teachers ~ could support teacher buildings, content area, etc... Collegial practices that promote student changes level is where you want the staff. Be that produce the desired student careful that congeniality doesn’t get in achievement? the way of collegiality. How does coaching increase collegiality? Teaching is Teacher relationships can be those a team sport, hence the need for a coach. of parallel play (teachers teach near each other, not Co$egiality: The manner in which educators interact with one another, and the extent to which they approach their PAGE 1 work as professionals (Marzano, 2003).
  2. 2. STEPHEN BARKLEY JANUARY 22, 2009 ANALYSIS ACTIVITY - LEVEL OF IMPLEMENTATION Analysis: Identify classrooms that are Use these analyses to come to some closest to full implementation of the vision agreement about grouping the observed of learning desired. Visit and then describe teachers using the scale below. student observable behaviors and describe observable teacher behaviors. Then do the same for the classrooms that need to make the most change to reach implementation of the vision of learning desired. The scale can help identify a start Then have an administrator take you to about leading to teachers coaching the same rooms. Do you agree on the teachers. observable student and teacher behaviors? Classroom observations between Take both ends and rate on a scale of teachers is very important for both the 1-12. observer and the observee. Don’t expect 2’s to observe 12’s and be able to implement. Group the teachers more closely by range. The coach role changes when working with different levels. GORDON’S SKILL DEVELOPMENT LADDER Though the individual does not understand or know how to do something, he or she does recognize the deficit, without yet addressing it. The individual neither The individual has had so much understands or knows how practice with a skill that it to do something, nor becomes quot;second naturequot; and can recognizes the deficit or has be performed easily (often a desire to address it. without concentrating too The individual deeply). He or she may or may understands or knows not be able teach it to others, how to do something. depending upon how and when it However, demonstrating was learned. the skill or knowledge requires a great deal of consciousness or concentration. Four_stages_of_competence OPEN ENVIRONMENT CLOSED ENVIRONMENT Uncover thinking, opinions, Right/wrong, one way, sequence, skills, problem solving, creativity, critical test, control, authority, quick fix thinking, discussion, emotions, feeling, counseling. PAGE 2
  3. 3. WHAT IS ACHIEVEMENT? motivation, relevance, fun/ QUESTIONS / emotion, collaboration, TAKE AWAYS freedom, two-way respect, What is the definition of success, curiosity, student achievement that drives responsibility ) Just because test Vertical teams? teachers’ planning for instruction? I scores increase, doesn’t mean think teachers would refer to Do teachers really learning increases. I think - grades and test scores when know what the student centered classrooms, asked about achievement. fun, a sense of community, principal values? Teachers consider what modeling, rubrics are the types material will be tested and work Get teachers to agree of things that make a good hard to ‘train’ the students to on what they want the classroom with learning as the remember it. It’s my opinion kids to do. focus. that shifting Coach job = get kids Barkley formula is the focus Effort x Ability = to change. from covering Success. Kids may to uncovering Coaching should lead think that Ability = will lead to teachers to self Success. Teachers deeper reflection. need to teach kids to learning and increase effort - increased Coaching pd sessions identifying learning achievement. should include the style is a first step. To coach types of behaviors we Presenter told a effectively, the want from/for story of a teacher that starts coach and the teacher need a students. each day with kids visualizing common meaning for student Coaches and teachers their future. What will achievement. graduation day be like? What have to be consistent Mapping backwards 'om did you do yesterday that leads and unpredictable to student achievement? Map to your successful future? get the critical thinking backward from student Then, students set learning achievement to coaching. they want. goals for upcoming week. Is it Really - have to figure out what Find out what teacher setting the goal or achieving kids need to do to produce the is thinking before the goal? achievement? Work backwards sharing what you from that. If we talk to teachers Do we need to teach the set think. about student achievement too of behaviors? What are the much, then teachers might changes in teacher practice that What movie do they spend too much time with would encourage and promote play when planning a standards instead of with kids the desired student responses lesson? and kids’ learning. that would cause desired student achievement? What are the student behaviors that wi$ drive student achievement? (choices, effort, EFFORT x ABILITY = SUCCESS