Leading teachers into effectiveness with a coaching hat part 1
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This document discusses strategies for principals to coach teachers to improve instruction. It emphasizes the importance of instructional coaches working closely with teachers through classroom observations and feedback. Principals are encouraged to conduct informal walkthroughs frequently to support teachers. As instructional leaders, principals should model continuous learning and seek feedback to improve their own coaching skills. Maintaining an active presence in classrooms helps principals identify teachers' strengths and areas for growth.
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Leading teachers into effectiveness with a coaching hat part 1
- 1. Leading Teachers into Effectiveness with a Coaching Hat Part 1 Jessica Johnson johnsonj@dodgeland.k12.wi.us @PrincipalJ
- 3. } Coaching Hat mindset } Classroom Walkthroughs } Time to get into classrooms } Support for the “Lead Learner” ! } Come back for Part 2 to practice giving feedback Session Goals
- 4. Instructional coaches are partners in the change process. They work one- on-one with teachers to make it easier to adopt the instructional methods that can make a difference to student success. ~Jim Knight Instructional Coach Image from teachers.net
- 5. “Turnaround” Team in a Failing School
- 7. } "High-performing organizations go the extra mile to create cultures where people are prepared for and expect change. The culture supports risk taking, expects mistakes during the learning phase and supports individual growth and development." 7 Culture Lassiter, 2014 p. 58
- 8. Is it possible to merge 2 roles? Image from wiki.gpaea.k12.ia.us Image from www.thefallout.info
- 9. A Continuum of Leadership Styles Silent Judge
- 12. A Continuum of Leadership Styles
- 13. A Continuum of Leadership Styles
- 15. Which leader do you want to work for?
- 16. ! ! “The best principals are not heroes, they are hero- makers.” ~Roland Barth
- 19. } Growing and refining teaching talent 19 Common element of high-performance cultures: Image from http://www.gardenguides.com/growing-organic-herbs/
- 20. 2 minutes
- 21. Walkthroughs – Just do it!
- 22. *What are your required observations? *Why not just the required observations?
- 23. } Have “pulse” on the building } Know all of the students } Check-in with your “frequent flyers” } Know your teachers’ strengths } Know your teachers’ areas to improve } Know about an issue before a parent calls } Give teachers suggestions on artifacts to include in Documentation Log Why get into classrooms?
- 24. Observation “form” versus informal feedback
- 25. “Developing talent in our teaching force is not about all-inclusive checklists that administrators use for compliance. Rather, teachers develop skill by focusing on a few strategies that they practice again and again with feedback on their progress from instructional masters.” 25 ~Reeves, 2010
- 29. 29
- 30. 30 How to “make time” for this?
- 31. 31
- 32. “You don't manage priorities, you HAVE them. Instead, the key to managing all of your "stuff" is managing your actions.” ! ! ~David Allen, Getting Things Done 32
- 33. 33 Time/Paperwork Management http://www.principalcenter.com/ Workshop by Dr. Joe Schroeder, AWSA
- 34. 34 My Favorite “Get it Done” Tools Image and blog post to explain the Tickler file can be found at: http://www.eduleadership.org/tag/tickler-file/
- 35. } Create observation schedule at start of the year } Email reminders to teachers at start of the month } Schedule pre-observation, observation and post- observation all at once } Do have Pre-Observation and Post-Observation meetings! } Complete as much of observation form in the classroom as possible. } The Post-Conference is more important than the paperwork! Tips for Formal Observations
- 36. http://bit.ly/qepoll14 ! results How would you rate yourself on giving non-evaluative feedback to teachers?
- 38. CESA 6 Effectiveness Project: 1. Professional Knowledge 2. Instructional Planning 3. Instructional Delivery 4. Assessment FOR and OF Learning 5. Learning Environment 6. Professionalism Danielson Model: 1. Planning and Preparation 2. Classroom Environment 3. Instruction 4. Professional Responsibilities Which standard do you lack “expertise” in?
- 39. “Expertise is not developed based upon the mystical ability of professionals to get it right the first time. Rather, it is based upon the willingness to try techniques, get feedback that is honest, accurate, specific, and timely, and then improve performance.” ! ~Reeves (2010) Lead Learner
- 40. } Attend conferences with your teachers } Staff book studies } Friday Focus to recognize great practices } Lead “out loud” to model learning/reflection } Share resources you find } No Office Days (for teaching, not observing) } Ask for feedback What does a Lead Learner do?
- 45. } Twitter #educoach #cpchat } Connected Principals } Other admin blogs } Utilizing Skype/Google + Hangout/Voxer to talk to other principals Support for the Lead Learner
- 46. 46
- 47. Now what, So What, What’s Next? ! ! ! ! https://todaysmeet.com/qe14coach1 ! 47