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Building Teachers’ Capacity for Success
Pete HallCell: 208-755-3139Email: [email protected]: @EducationHall
We can embrace the need to differentiate our coaching and supervision practices among staff members;
We can identify the strengths, skills, potential, and reflective “state of mind” of each individual on staff;
We can create an intentional plan to deliver focused feedback and to refine our approach to Instructional Leadership.
Today’s learning targets:
National SAM Innovation Project:
SAM is a professional development process using a unique set of tools to change a principal’s focus from school management tasks to instructional leadership—activities directly connected to improving teaching and learning.
Where should a school invest its resources to receive the biggest and longest-lastingRETURN ON INVESTMENTin student achievement?
Mortimore and Sammons (1987) found…
“Teaching had 6 to 10 times as much impact on achievement as all other factors combined.”
From Schmoker (2006)
National Commission on Teaching and America's Future (1996)
“The one factor that can make
the most difference in improving student
achievement is a ‘knowledgeable, skillful
teacher’ in front of the classroom.”
Sanders & Rivers (1996)
“The single most important factor affecting student achievement is
teachers… Students who are assigned to several
ineffective teachers in a row have significantly lower achievement and
gains in achievement than those who are assigned to several highly
effective teachers in sequence.”
Thomas Guskey (1999)
“Success [in education] hinges on what happens at the classroom level.”
Kati Haycock (1998)
“If education leaders want to close the achievement gap, they must focus, first and foremost, on developing qualified teachers.”
After 8 more years of research,Kati Haycock (2006)
“Teacher quality turns out to matter a lot.”
Odden & Wallace (2003)
“Improved classroom instruction is the prime
factor to produce student achievement
gains.”
Mike Schmoker, in Results Now (2006)
“We need to realize that it’s about teaching, stupid.”
Bob Marzano, The Art and Science of Teaching (2007)
“One can conclude that the question as to whether effective teachers make a
significant difference in student achievement has been answered.
They do!”
Richard Elmore (2009)
“Teaching determines learning.”
Rick DuFour & Bob Marzano (2011)
“Schools must utilize strategies that result in more good teaching in more classrooms more of the time.”
Bryan Goodwin (2013)
“Decades of research suggest that effective teachers can have a tremendous, positive effect on student success.”
This is not new.
“Those who educate children well are more to be honored than they who produce them; for these only gave them life, those the art of living well.”
Aristotle (circa 325 B.C.)
Simple, yet profound equation.
High Quality Teachers = Increased Student Achievement
Improving classroom instruction
HIGH EXPECTATIONS HIGH SUPPORT
DEMAND DEVELOP
PLC
Instructional Coach
Teacher
Administrator
Grade Level Teams Achievement TeamsDepartment Teams Faculty Council Principals’ MeetingsAcademic Council
SpecialistsDepartment Chairs Supervisors
Principals Asst. Principals Central Office
Relationship Triangulation
Marcus Buckingham:“First, Break All the Rules” (1999)
“Great managers…break all the rules of conventional wisdom. They consistently disregard the Golden Rule.”
(Pg. 11)
Changin’ ain’t easy
“…because so many teachers feel called to their profession, asking for
change is like asking them to change religions.”
(Differentiated Coaching, Jane Kise p.70)
“Every unique and special carbon-based life form in your school
appreciates and deserves unique and special treatment, but what’s
more, each one needs individualized handling. It is the equivalent of
educational malpractice for us to usher all our teachers into neat rows, robotically interacting with them and
leading them with nary a thought to the gifts they
bring to their classrooms.”
Hall & Simeral. (2008). Building Teachers’ Capacity for Success: A collaborative approach for coaches and
school leaders
Here’s a shocker:
Principals are dealing with “competing pressures that may make the job untenable.”
Center for the Future of Teaching and Learning (at West Ed), 2012
Answer the Bus Question:
“It’s not the doing that matters;
it’s the thinking about the doing.”
~ John Dewey (1859-1952)
Continuum of Self-Reflection
Unaware Conscious Action Refineme
nt
Self-Reflection
CONTINUUM OF SELF-REFLECTION: pg. 172-173
CONTINUUM OF SELF-REFLECTION
CONTINUUM OF SELF-REFLECTION
CONTINUUM OF SELF-REFLECTION
CONTINUUM OF SELF-REFLECTION
CONTINUUM OF SELF-REFLECTION
Unaware Stage
Focused on the ACT of teaching
Goal: To increase awareness of the need for change and foster a desire to learn.
Need: A partner to help them look beyond the routine of what they do each day.
Conscious Stage
Focused first on SELFA knowing-doing gap exists
Goal: To motivate and show how to apply pedagogical knowledge more consistently.
Need: Requires explicit guidance and coaching.
Action Stage
Focused on the SCIENCE of teaching“In it to win it”
Goal: To build on experience and help strengthen expertise.
Need: To build an awareness of multiple “right” approaches to a problem.
Refinement Stage
Focused on the ART of teaching
Goal: To encourage long-term growth and continued reflection.
Need: Opportunities for reflection and analysis.
Examining the Continuum
The mission, if you choose to accept it: Find the scenario page in your handouts In a group, read the four teacher profiles Identify the stage at which each teacher
is Scribble some notes about the
administrator’s role (and the coach’s role)
Brainstorm some ideas about how to best support and build this teacher’s capacity
PLC
Instructional Coach
Teacher
Administrator
Grade Level Teams Achievement Teams Department TeamsFaculty Council Principals’ MeetingsAcademic Council
SpecialistsDepartment Chairs Supervisors
Principals Asst. Principals Central Office
Relationship Triangulation
PLC
Instructional Coach
Administrator
Mrs. C Conscious
NavigatorMotivator/ Strategist
PLC
Instructional Coach
Administrator
Mr. D Unaware
DirectorUnconditional Partner
PLC
Instructional Coach
Administrator
Mrs. W Action
PrompterTeacher/ Mentor
PLC
Instructional Coach
Administrator
Mr. M Refinement
ChallengerCollaborator
“Reflection is the beginning of reform.”
~ Mark Twain
Back to the Question du Jour:
Where should a school invest its resources to receive the biggest and
longest-lasting RETURN ON INVESTMENT in student achievement?
Hattie (1992), quoted in Marzano’s “School Leadership that Works”
“The most powerful single modification that enhances achievement is feedback.”
Types of Feedback by Continuum Stage
Continuum Stage Feedback Type
Unaware Positive praise and specific suggestions
Conscious Specific observations and leading prompts
Action Specific observations and open prompts
Refinement Specific observations and challenging prompts
Making it happen
1) Review the Continuum2) Consider your teachers3) Select one teacher4) Create a plan for moving this
teacher forward5) Identify the teacher’s stage on
the Continuum6) Brainstorm some reflective
questions that match the teacher & the stage
7) Role-play a growth-oriented feedback conversation with that teacher
Why differentiate?
“To you, Mrs. Walstad may be just one of the 32 teachers you have to evaluate this year; but to Mrs. Walstad, she is one of one.”
THE Pete Hall (2004) The first-year principal
You’ve heard of the saying, “Give a man a fish, feed him for a day, teach a man to fish, feed him for a lifetime.” How does the model described here embody that statement?
We can embrace the need to differentiate our coaching and supervision practices among staff members;
We can identify the strengths, skills, potential, and reflective “state of mind” of each individual on staff;
We can create an intentional plan to deliver focused feedback and to refine our approach to Instructional Leadership.
Today’s learning targets:
NOW WHAT?
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