instructional leadership through coaching steve barkley

Instructional Leadership through

Coaching

Steve Barkley

School Change

Source: Model developed by Stephen Barkley

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Student AchievementWhat is your definition of student

achievement?

STUDENT ACHIEVEMENT GOALS

• ACADEMICS - knowledge and skills to be successful in school and life.

• LIFE SKILLS - aptitude, attitude and skills to lead responsible, fulfilling and respectful lives.

• RESPONSIBILITY TO THE COMMUNITY - attributes that contribute to an effective and productive community and the common good of all.

School Change

Source: Model developed by Stephen Barkley

6

Change in

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PLC an

d Peer Coac

hingChan

ge in

Teac

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Studen

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Student BehaviorsWhat student behaviors need to be initiated or increased to gain

the desired student achievement?

Student Behaviors

• Reading as choice• Writing• Finding problem to

solve• Researching• Asking questions• Following a passion

• Persevering/Effort• Working

independently and collaboratively

• Taking risks in learning• Using technology to

research and produce• Adapting to change

Teacher BehaviorsWhat teacher behaviors are most likely to

generate these student behaviors?

Teacher Behaviors

• Teach the desired student behavior.

• Model the desired student behavior.

Effort x Ability Manageable Task

= Success

The Formula…1

2

4

3

15

86

9

7

5

+

=

-

Teacher RelationshipsWhat changes need to occur in how teachers work with each other to support the needed

teacher behaviors?

Teacher Relationships

• Parallel Play• Adversarial Relationships• Congenial Relationships• Collegial Relationships

Roland S. BarthRelationships Within the SchoolhouseASCD 2006

School Change

Source: Model developed by Stephen Barkley

Change in

Leadersh

ip Behavior

Change

in

PLC an

d Peer Coac

hingChan

ge in

Teac

hing Behav

iorChan

ge in

Studen

t Beh

avior

Studen

t

Achiev

emen

t

Leader Behaviors What leadership behaviors are

needed to support the desired staff, teacher, parent, and student

behaviors?

Instructional Coaching

EVALUATIONOutside Criteria

MENTORING

PEER COACHINGTeacher’s Choice

SUPERVISION

Pre-observation Conference

Observation

Post-observation Conference

The Environmental Influences

Closed OpenQ uestion Controls

d irectionAnsw er Contro ls

d irection

OPEN ENVIRONMENT• Uncover Thinking• Opinions• Problem Solving• Creativity• Critical Thinking• Discussion• Emotions/Feeling• Counseling

CLOSED ENVIRONMENT• Right/Wrong• One Way• Sequence• Skills• Test• Control• Authority• Quick Fix

The Environmental Influences

Closed OpenQ uestion Controls

d irectionAnsw er Contro ls

d irectionRight/Wrong

One Way

Sequence

Skills

Test

Control

Authority

Quick Fix

Uncover Thinking

Opinions

Problem Solving

Creativity

Critical Thinking

Discussion

Emotions/Feeling

Counseling

Creative Personalized

Focus

Agenda

Vision - M ission

Strategy - Curricu lum

Tactics - Lesson Plan

Operations - Teaching Skills

Evaluative

LISTENING TEST

• You believe that . . . . . . . . . . .

• My focus is . . . . . . . . . . . . . . .

• I should notice . . . . . . . . . . . .

Confirmatory ParaphraseFact

Attitude/Feeling

Intention

Commitment

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.

PRACTICETeacher: My students won’t read an assignment so I don’t see how I can do anything other than present information in class hoping they will remember some of it.

Teacher: My students won’t read an assignment so I don’t see how I can do anything other than present information in class hoping they will remember some of it.

FactYou have not been able to get many of the students to work outside of class.

Teacher: My students won’t read an assignment so I don’t see how I can do anything other than present information in class hoping they will remember some of it.

FeelingYou are worried that presenting information in class won’t get the student achievement that you want.

Teacher: My students won’t read an assign-ment so I don’t see how I can do anything other than present information in class hoping they will remember some of it.

AttitudeIf students read outside of class you would teach very differently.

You want to find a way to get them to read outside of class.

Gripes to Goals

Gripes to Goals

Too many students don’t care about their grades…there is no way to motivate them to work. Failing them isn’t a threat.

Gripes to Goals

Too many students don’t care about their grades… there is no way to motivate them to work. Failing them isn’t a threat.

• You have a strong desire for your students to do well.

• Grades just don’t seem to be it.

• You see a need to find a different way to motivate your students.

Making Suggestions

Phrase Positively

Clear and Specific

Congruent

Pay-off

Payoff

Cost

Com plim ent

PraiseApproval

Approval

H.I.P.

Personalize

Cite the Specifics

Observation Form

Barth: By collegialityI mean four things

• One, teachers talking with one another about the work they do -- talking in faculty meetings, in hallways, in classrooms, at the dinner table about practice.

• Second, sharing that craft knowledge, shouting it from the mountaintop, and honoring it when someone else is sharing it.

• Third, making our practice mutually visible. That is, you come into my classroom and watch me teach seventh-grade biology and I come into your classroom and watch you teach ninth-grade geometry, and, afterward, we talk about what we are doing and why, and what we can learn from each other.

• Above all, collegiality means rooting for the success of one another. If every adult in the school is rooting for you, when the alarm clock rings at six a.m., you jump out of bed to go to that school.