instructional leadership through coaching steve barkley
TRANSCRIPT
Instructional Leadership through
Coaching
Steve Barkley
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
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
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
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.