High Reliability Schools High Reliability Schools

19971997

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Responding to Teachers as Responding to Teachers as Individuals...Individuals...

Mentors can help teachers to learn and Mentors can help teachers to learn and to develop independently and thus to develop independently and thus encourage teachers to do the same for encourage teachers to do the same for their studentstheir students

Mentors as Counselors...Mentors as Counselors...

Mentors who adopt a counseling orientation Mentors who adopt a counseling orientation usually do not subscribe to a laissez-faire usually do not subscribe to a laissez-faire attitude of teacher growth; nevertheless, attitude of teacher growth; nevertheless, they accede to individual differences in their they accede to individual differences in their acceptance of the teaching environmentacceptance of the teaching environment

This is an environment in which the goals This is an environment in which the goals and objectives for teaching are established and objectives for teaching are established and controlled primarily by the teacherand controlled primarily by the teacher

Person-centered humanistic mentors Person-centered humanistic mentors draw upon individual differences, such draw upon individual differences, such as perceptions of teacher warmth and as perceptions of teacher warmth and openness, to minimize teacher openness, to minimize teacher frustration or failure and to look for frustration or failure and to look for abilities and aptitudes that determine abilities and aptitudes that determine successful teachingsuccessful teaching

Such mentors view growth and Such mentors view growth and development mainly as the development mainly as the responsibility of the teacherresponsibility of the teacher

Person-centered approaches Person-centered approaches concentrate mainly on the personal concentrate mainly on the personal needs of the teacher, not the teacher’s needs of the teacher, not the teacher’s technical skills of delivering instructiontechnical skills of delivering instruction

Because mentors who function as Because mentors who function as counselors typically use nondirective counselors typically use nondirective approaches, they may frustrate approaches, they may frustrate teachers seeking more direct advice teachers seeking more direct advice and guidanceand guidance

Teacher EfficacyTeacher Efficacy

Teacher efficacy is believed to be one of Teacher efficacy is believed to be one of the most significant social-pyschological the most significant social-pyschological factors influencing teachers’ workfactors influencing teachers’ work

Teacher efficacy is defined in many waysTeacher efficacy is defined in many ways It has been equated with empowerment It has been equated with empowerment

and connoted with knowledge about and connoted with knowledge about practicepractice

Teacher efficacy has been synonymous Teacher efficacy has been synonymous with teachers’ sense of responsibility for with teachers’ sense of responsibility for past student learningpast student learning

It has been view both as a broad It has been view both as a broad construct and as a narrow concept that construct and as a narrow concept that distinguishes among individual, distinguishes among individual, organizational, and professional organizational, and professional dimensionsdimensions

An element common to An element common to many definitions of many definitions of teacher efficacy is teacher efficacy is personal teacher personal teacher efficacy-- the beliefs that efficacy-- the beliefs that individual teachers hold individual teachers hold about their own capacities about their own capacities or abilities to act in ways or abilities to act in ways that bring about student that bring about student learning and developmentlearning and development

Bandura contends that self-Bandura contends that self-efficacy develops from...efficacy develops from... 1- actual performance attainments1- actual performance attainments 2- vicarious experiences-- seeing or 2- vicarious experiences-- seeing or

visualizing other similar people perform visualizing other similar people perform tasks both successfully and unsuccessfullytasks both successfully and unsuccessfully

3- verbal persuasion-- attempts of others to 3- verbal persuasion-- attempts of others to lead individuals to believe that they indeed lead individuals to believe that they indeed possess the capablities to perform particular possess the capablities to perform particular taskstasks

4- physiological indices-- trembling, 4- physiological indices-- trembling, sweating, etc.sweating, etc.

Functions of self-efficacyFunctions of self-efficacy Self-efficacy influences individuals’ Self-efficacy influences individuals’

decisions regarding choice of activities, decisions regarding choice of activities, tasks, and social situations. tasks, and social situations.

Self-efficacy is related to how much Self-efficacy is related to how much effort individuals will extend and how effort individuals will extend and how long they will persist in the face of long they will persist in the face of obstacles or aversive experiencesobstacles or aversive experiences

Self-efficacy influences how individuals Self-efficacy influences how individuals think about and react emotionally to think about and react emotionally to others and to their environmentsothers and to their environments

Research Speaks on Research Speaks on Training...Training...

A number of training components have A number of training components have been identified as contributing to the been identified as contributing to the impact of a training sequenceimpact of a training sequence

Presentation of theoryPresentation of theory

Studying theory can provide the rationale, Studying theory can provide the rationale, conceptual base, and verbal description of an conceptual base, and verbal description of an approach to teaching or instructional approach to teaching or instructional techniquetechnique

Level of impact: presentation of theory can Level of impact: presentation of theory can raise awareness and increase conceptual raise awareness and increase conceptual control of an area; however, alone, it is not control of an area; however, alone, it is not powerful enough to achieve much beyond powerful enough to achieve much beyond the awareness levelthe awareness level

Modeling or demonstrationModeling or demonstration

Modeling involves enactment of a teaching Modeling involves enactment of a teaching skill either through live demonstration, or skill either through live demonstration, or through television, film, or other mediathrough television, film, or other media

Level of impact: modeling appears to Level of impact: modeling appears to have a considerable effect on awareness have a considerable effect on awareness and some effect on knowledge. and some effect on knowledge. Demonstration also increases the mastery Demonstration also increases the mastery of theoryof theory

Practice under simulated Practice under simulated conditionsconditions

Practice involves trying out a new skill or Practice involves trying out a new skill or strategy; simulated conditions are achieved strategy; simulated conditions are achieved by practicing either with peers or with small by practicing either with peers or with small groups of children under circumstances which groups of children under circumstances which do not require management of an entire classdo not require management of an entire class

Level of impact: when awareness and Level of impact: when awareness and knowledge have been achieved, practice is a knowledge have been achieved, practice is a very efficient way of acquiring skills and very efficient way of acquiring skills and strategiesstrategies

Structured feedbackStructured feedback

Structured feedback involves learning a system Structured feedback involves learning a system for observing teaching behavior and providing for observing teaching behavior and providing an opportunity to reflect on those observationsan opportunity to reflect on those observations

Level of impact: taken alone, feedback can Level of impact: taken alone, feedback can result in considerable awareness of one’s result in considerable awareness of one’s teaching behavior and knowledge about teaching behavior and knowledge about alternatives; it has reasonable power for alternatives; it has reasonable power for acquisition of skills and their transfer to the acquisition of skills and their transfer to the classroom situationclassroom situation

Coaching for applicationCoaching for application

If constant feedback is provided with classroom If constant feedback is provided with classroom practice, a good many, but not all, will transfer their practice, a good many, but not all, will transfer their skills into the teaching situationskills into the teaching situation

For many others, however, direct coaching on how to For many others, however, direct coaching on how to apply the new skills and models appears to be apply the new skills and models appears to be necessarynecessary

Coaching involves helping teachers analyze the content Coaching involves helping teachers analyze the content to be taught and the approach to be taken, and making to be taught and the approach to be taken, and making very specific plans to help the student adapt to the new very specific plans to help the student adapt to the new teaching approachteaching approach

The most effective The most effective training activities will training activities will be those that be those that combine theory, combine theory, modeling, practice, modeling, practice, feedback, and feedback, and coaching for coaching for applicationapplication

CoachingCoaching

The culture of most school faculties has The culture of most school faculties has been highly individualistic, with nearly all been highly individualistic, with nearly all interaction over day-to-day operationsinteraction over day-to-day operations

Without collective action, schools have Without collective action, schools have difficulty addressing problems that cannot difficulty addressing problems that cannot be solved by individual actionbe solved by individual action

Various models for team teaching have Various models for team teaching have included forms of a collegial, inquiry-included forms of a collegial, inquiry-oriented notion.oriented notion.

The extensive use of study teams and councils to The extensive use of study teams and councils to facilitate learning is recommendedfacilitate learning is recommended

Each teacher and administrator has membership in Each teacher and administrator has membership in a team whose members support one another in a team whose members support one another in studystudy

Each person can have membership in a coaching Each person can have membership in a coaching team of two or threeteam of two or three

Each team is linked to one or two others, forming a Each team is linked to one or two others, forming a study group of no more than six membersstudy group of no more than six members

The principal and the leaders of the study The principal and the leaders of the study group in a school form the staff group in a school form the staff development/school improvement council of development/school improvement council of that schoolthat school

A representative from each school within a A representative from each school within a district cluster serves on the District Cluster district cluster serves on the District Cluster Network Committee, which coordinates staff Network Committee, which coordinates staff development efforts between schools and the development efforts between schools and the district and works directly with the director of district and works directly with the director of staff developmentstaff development

The coaching teams The coaching teams and study groups are and study groups are the building blocks of the building blocks of the systemthe system

Team members Team members support one another support one another as they study as they study academic content and academic content and teaching skills and teaching skills and strategiesstrategies

Transfer...Transfer...

Transfer refers to the effect of learning Transfer refers to the effect of learning one kind of material or skill, or the ability one kind of material or skill, or the ability to learn something newto learn something new

Teaching, by its nature, requires Teaching, by its nature, requires continuous adaptation; it demands new continuous adaptation; it demands new learning in order to solve the problems learning in order to solve the problems of each moment and situationof each moment and situation

Horizontal transfer refers to the Horizontal transfer refers to the conditions in which a skill can be shifted conditions in which a skill can be shifted directly from the training situation in directly from the training situation in order to solve problemsorder to solve problems

Vertical transfer refers to conditions in Vertical transfer refers to conditions in which the new skill cannot be used to which the new skill cannot be used to solve problems unless it is adapted to fit solve problems unless it is adapted to fit the conditions of the workplacethe conditions of the workplace

Setting up arrangements Setting up arrangements for the trainees to develop for the trainees to develop a self-help community to a self-help community to provide coaching is provide coaching is regarded as essential if regarded as essential if transfer is to be achievedtransfer is to be achieved

Ideally, “coaching teams” Ideally, “coaching teams” are developed during are developed during trainingtraining

Coaching involves three major Coaching involves three major functions:functions:

1- provision of companionship1- provision of companionship 2- analysis of application2- analysis of application 3- adaptation to the students3- adaptation to the students

Provision of CompanionshipProvision of Companionship

The first function of coaching is to provide The first function of coaching is to provide interchange with another adult human being interchange with another adult human being over a difficult processover a difficult process

The coaching relationship results in the The coaching relationship results in the possibility of mutual reflection, the checking possibility of mutual reflection, the checking of perceptions, the sharing of frustrations of perceptions, the sharing of frustrations and successes, and the informal thinking and successes, and the informal thinking through of mutual problemsthrough of mutual problems

The companionship not only makes the The companionship not only makes the training process technically easier, it training process technically easier, it enhances the quality of the experienceenhances the quality of the experience

It is a lot more pleasurable to share a It is a lot more pleasurable to share a new thing than to do it in isolationnew thing than to do it in isolation

Analysis of ApplicationAnalysis of Application

Among the most important things one learns Among the most important things one learns during the transfer period are when to use a during the transfer period are when to use a new model appropriately and what will be new model appropriately and what will be achieved by doing soachieved by doing so

During training, the coaching teams need to During training, the coaching teams need to spend a considerable amount of time spend a considerable amount of time examining curriculum materials and plans examining curriculum materials and plans and practicing the application of the model and practicing the application of the model they will be using laterthey will be using later

Adaptation to the StudentsAdaptation to the Students

Successful teaching requires successful Successful teaching requires successful student responsestudent response

One of the major functions of the coach One of the major functions of the coach is to help “players” to “read” the is to help “players” to “read” the responses of the students to that the responses of the students to that the right decisions are made about what right decisions are made about what skill training is needed and how to adapt skill training is needed and how to adapt the modelthe model

Successful use of a Successful use of a new method requires new method requires practicepractice

One of the principle One of the principle jobs of the coaching jobs of the coaching team is to help team is to help members feel good members feel good about themselves about themselves during the early trialsduring the early trials