JANUARY 22, 2009
Coaching for Quality
Teaching and Learning
Create a Culture of Coaching Group Objectives
http://blogs.plsweb.com and http://www.plsweb.com Presenter asked the group to
share their questions prior to
How do we convince
administration that money
spent on a coach is money well
How do we create a climate
change to support coaching?
How can coaches help
teachers identify their needs?
How do we clearly deﬁne
How do we balance people
piece with data piece?
we create the
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).
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
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
GORDON’S SKILL DEVELOPMENT LADDER
individual does not
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
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
the skill or knowledge
requires a great deal of
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,
WHAT IS ACHIEVEMENT? motivation, relevance, fun/
freedom, two-way respect,
What is the deﬁnition of
student achievement that drives
responsibility ) Just because test
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.
Coach job = get kids
Barkley formula is
Eﬀort x Ability = to change.
Success. Kids may
Coaching should lead
think that Ability =
will lead to
teachers to self
need to teach kids to
increase eﬀort -
increased Coaching pd sessions
should include the
style is a ﬁrst step.
To coach types of behaviors we
Presenter told a
story of a teacher that starts
coach and the teacher need a
each day with kids visualizing
common meaning for student
Coaches and teachers
their future. What will
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
achievement? Work backwards
sharing what you
from that. If we talk to teachers Do we need to teach the set
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
and kids’ learning. that would cause desired
What are the student behaviors
that wi$ drive student
achievement? (choices, eﬀort,
EFFORT x ABILITY = SUCCESS