Coaching at TC: What does the Coach Say? 12 February 2014

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Coaching at TC: What does the

Coach Say?12 February

2014

Start ahead Stay ahead

Take Off/Touch Down

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“Coaching puts teachers’ needs at the

heart of professional learning by

individualizing their learning and by

positioning teachers as professionals.”

Jim Knight (2009)

Why Coaching?


Coaching is Effective Professional Development

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What the Research says….

Quiz/Quiz/Trade


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Training or Professional Development components

Knowledge Level

(approx % of participants understanding content)

Skill Attainment

(approx % of participants demonstrating profiency)

Transfer of training to practice

(approx % of participants regularly implementing the instructional practices)

Theory (presenter explains content)

10% 5% 0%

Demonstration(presenter models instructional practices)

30% 20% 0%

Practice (participants practice during the training session)

60% 60% 5%

Coaching (participants are coached when they return to the classroom)

95% 95% 99%

Outcome of Coaching on Teaching ‘Practice(Joyce and Showers 2002)’


Why is Traditional PD not so Effective?

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• There are always more pressing things to do

• There are too many competing initiatives

• There is a lot of training; some good/some bad

• Change is just so complex!

• It is difficult to change teaching habits!

Jim Knight (2008)


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Learning Outcomes

By the end of this session coaches will be able to:

• Implement the coaching process• Identify starting points with teachers• Build a collaborative relationship with your coachee• Develop a ‘problem of practice’ and action plan with the

teacher• Apply the tools for effective coaching: the art of

questioning, listening• Engage in a Professional Learning Community for

coaches


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How Do You Teach?

What is your teaching ‘process’? Pattern?

With your shoulder partner, Describe a typical lesson and the process or format that you tend to follow.


Theory

Demonstration

Practice

Feedback

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PLANNING

Create a plan of action to implement a new strategy. Use a

SMART goal approach.

1. What are the desired results?

2. How will you measure achievement of results

3. What strategies will you use?

TEACHING

Put the plan into action. What support is needed for the new learning to

occur?

LEARNING

Observe the student's responses. Do they

need more support, or less?

ASSESS

Collect information. What were the results of

the new instructional strategy?

REFLECT

Was the strategy effective? Why or Why

not? How might you modify the strategy?

Develop new theories.


Coach-Coachee Cycle

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• Initial Meeting between Coach and Coachee to collaborate, and discuss goals and focus areas for improvement; Appendix C of ProDP will guide the conversation. Create a 'Problem of Practice'

• determine schedule for coaching• arrange an informal class demonstration/observation early in the cycle

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• Lesson Planning Meeting• co-plan lesson to reflect focus areas and criteria• consider a video of the lesson

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• Lesson: coachee teaches lesson and collects 'evidence of practice'• coachee collects samples of student work to reflect on and discuss• coachee views video and reflects on the lesson


Coach-Coachee Cycle

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• Post Lesson Meeting• Discuss success and outcomes of lesson• discuss video and student work samples• prompt further reflection• identify NEW ACTION

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• Arrange more classroom observations , demonstrations, (coachee of coach; coachee of other teacher; coach of coachee)

• continue cycle to Plan lessons>Act: conduct new lessons>Observe>Reflect


Where to Begin?

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• Ask Open Questions• Communicate a caring and supportive

attitude• LISTEN• Avoid going in to problem solving mode• Follow up on feedback from appraisal• See suggestions on http://coachingattc.pbworks.com/w/page/70626319/Getting%20ready%20for%20your%20First%20Meeting%20with%20your%20Coachee

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http://coachingattc.pbworks.com/w/page/70626319/Getting%20ready%20for%20your%20First%20Meeting%20with%20your%20Coachee






Let’s Try it!

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Role Play

Coach

Coachee

Observer


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Your Turn!

Coach, Coachee, Observer


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“This is what we are suggesting for your first couple of coaching sessions: Ask them about their strengths, their good practices, and the contributions they have made to TC in recent years. This would make a pleasant starting conversation and would be good practice for their interview. Suggest they do some work on aligning their strengths, practices and contributions to the Teacher Competency Standards and start working on a portfolio of evidence to support them. They should also be thinking about their gaps and the goals they want to set for this year, and completing Appendix B and C just like everyone else. The first draft of Appendix C, following your first coaching session, should be shared with your coachee’s Programme Coordinator.” Lauren Wilson, 23 February 2014


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Survey


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Coaching Tracking TemplateFocus Area:

Pre-Conference Date

Lesson Date (Observation, Demonstration, Co-Observation), Side-by-Side, Shadow, Data Analysis)

Debriefing Date

Comments/Next Steps

Next Coaching Session date


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Coaching Tracking TemplateFocus Area: (Student Engagement) Uses varying

patterns of interaction within and across learning experiences. Make group work more productive

Pre-Conference Date 20 Feb 2 pm,discuss strategies for group work; discuss method of ‘learning/lesson’

Lesson Date (Observation, Demonstration, Co-Observation), Side-by-Side, Shadow, Data Analysis)

23 Feb 1 pm , Demonstration. Coachee will come to coach’s class to watch group work

Debriefing Date 23 Feb 3 pm; discuss what coachee observed

Comments/Next Steps Co plan a group work exercise

Next Coaching Session date

1 March


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Google Doc Version


Focus Area/Problem of Practice

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A rich Problem of Practice:• focuses on the instructional core• is directly observable.• is actionable • connects to a broader strategy of improvement

(Taylor’s College programme priorities and Teacher Competencies)

• WILL make a significant difference for student learning

• is deep learning (Ellmore)


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Problem of Practice

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ExampleStudent Group Work

Statement of the Problem of Practice:It is difficult to make group work productive and worth the time it takes. Group work is usually a little chaotic.

)


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In short, the problem of practice is something that you care about that would make a difference for student learning if you improved it.

It does align with the domains and strands.


Problem of Practice

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ExampleStudent Group Work

Focus Questions:How are groups working?How are the groups structured?How are students helping each other learn?How is learning mutual in the groups?How is there a level of learning for both the individuals in the group and for the group?How do assignments support effective group learning?What teacher behaviours support productive group learning?

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Try another one: Problem of Practice

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Questioning Techniques

Statement of the Problem of Practice:Students like to do only low level thinking questions and are easily frustrated with questions that require higher order thinking.

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Problem of Practice

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ExampleQuestioning Techniques

Focus Questions:What tasks have students been give?What tasks have they been asked to do that require higher order thinking?What probing questions do you ask to push the student thinking?How do you model thinking?


Try another one: Problem of Practice

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Student Engagement: Variety of Teaching strategiesStatement of the Problem of Practice:My teaching style is very traditional and teacher-centred. I feel this is necessary to “cover” the dense syllabus.

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Problem of Practice

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ExampleVariety of teaching strategies

Focus Questions:What teaching strategies have you tried to use? How have you provided variety in the work that students are asked to do?How do students respond when a different strategy is used?


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Develop your OWN Problem of Practice


Look at novice coach from cfbt.com

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Learning Outcomes

By the end of this session coaches will be able to:

• Implement the coaching process• Identify starting points with teachers• Build a collaborative relationship with your coachee• Develop a ‘problem of practice’ and action plan with the

teacher• Apply the tools for effective coaching: the art of

questioning, listening• Engage in a Professional Learning Community for

coaches


www.coachingattc.com

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http://www.youtube.com/watch?v=jofNR_WkoCE&feature=kp

http://www.latimes.com/nation/shareitnow/la-sh-what-does-the-farmer-say-20131119,0,1956871.story#axzz2syCR8Ldl







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What does the Coach Say?


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thank You

Documents

Coaching at TC: What does the Coach Say? 12 February 2014