coaching with peers, mentors, and instructional …...coaching with peers, mentors, and...
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Coaching with Peers, Mentors, and
Instructional Coaches
Steve Barkley March 2019
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Coaching with peers, mentors, and
instructional coaches
Coaching with peers, mentors, and instructional coaches is guided by conferencing skills of questioning, paraphrasing, and feedback. This session will provide identification, modelling, and practice with these critical coaching skills.
This Photo by Unknown Author is licensed under CC BY-NC-ND
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School Change
Source: Model developed by Stephen Barkley
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Student Achievement What is the definition of student achievement that
drives your work?
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Student Behaviors What student behaviors need to be initiated or increased to gain the desired student achievement?
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Student Achievement When you identify your student achievement goals for improvement, what are some of the student behaviors you identify as being necessary for generating the desired learning?
• Outcome Behavior Indicators
• Production Behaviors
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Student Behaviors Outcome: • Increased Vocabulary
Production: • Hear new vocabulary in
teacher reading and speaking
• Conversation with others using new vocabulary
• Reading material with new vocabulary
• Writing for purpose that requires new vocabulary
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School Change
Source: Model developed by Stephen Barkley
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Teacher Changes What changes in teacher practices are most likely to generate the changes we seek in
students?
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Teacher Behaviors
• Teach the desired student behavior.
• Model the desired student behavior.
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School Change
Source: Model developed by Stephen Barkley
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Instructional Coaching EVALUATION
Outside Criteria MENTORING
PEER COACHING Teacher’s Choice
SUPERVISION
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Unconsciously Talented
Unconsciously Unskilled
Consciously Unskilled
Consciously Skilled
Unconsciously Skilled
Gordon’s (1974) Skill Development Ladder
Gordon’s Skill Development Ladder
The Art of Teaching
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Later
Now
The coach is a cheerleader during this difficult time.
Learning Dip
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Joyce/Showers Research
Training Components and Attainment of Outcomes in Terms of Percent of Participants
Components Study of Theory Demonstrations Practice Peer Coaching
Beverly Joyce and Bruce Showers (2002) Student Achievement Through Staff Development 3rd Edition. Ch. 5: Designing Training and Peer Coaching: Our Needs for Learning. Alexandria, VA: Association for Supervision and Curriculum Development
Knowledge (thorough)
10
30
60
95
Skill (strong)
5
20
60
95
Transfer (executive implementation)
0
0
5
95
— OUTCOMES —
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Pre-observation Conference
Observation
Post-observation Conference
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The Environmental Influences
Closed OpenQuestion Controls
directionAnswer Controls
directionRight/Wrong
One Way Sequence
Skills Test
Control Authority Quick Fix
Uncover Thinking Opinions
Problem Solving Creativity
Critical Thinking Discussion
Emotions/Feeling Counseling
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Confirmatory Paraphrase
Fact
Attitude/Feeling
Intention
Commitment
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Coach: That was a difficult lesson
Coachee: It’s frustrating to put so much time into planning a lesson and then not have it go well.
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Creative Personalized
Focus
Agenda
Vision - MissionStrategy - CurriculumTactics - Lesson Plan
Operations - Teaching Skills
Evaluative
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Collecting Observational Data in the Classroom
• In the pre-conference, seek clarity of the focus of the observation. What question or concern is the teacher looking to answer or solve?
• Identify what observational data you can collect that would be most valuable for the teacher. (teacher behaviors, student behaviors, both)
• Create a plan or process or template for recording. Confirm with the teacher.
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Confirmatory Paraphrase Fact
Attitude/Feeling
Intention
Commitment
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Approval
H.I.P.
Personalize
Cite the Specifics
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Making Suggestions Phrase Positively
Clear and Specific
Congruent
Pay-off
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Observation Form
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Post-Conference • Focus is conversation
rather than report • A 50-50% of voice (75%
teacher/25% coach is a good goal)
• Keep all feedback on the focus as set in the pre-conference
• Consider how the post can become the next pre-conference
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Creating a Coaching Culture In a coaching culture, most staff use a coaching approach in their daily life – with each another, and with external stakeholders and customers. A true coaching culture is just ‘part of the way we do things around here’. But it’s not all motherhood and apple pie. A coaching culture is about delivering results, improving performance and making the most of people’s potential. The emphasis is on delivering results and making each other (and the wider organisation) stronger and more capable. It’s NOT about having coaching conversations for their own sake, or as a diversion from other activities! Ed Parsloe
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