Coaches’ Professional Learning AgendaFebruary 06, 2019

8:00 Enjoy Breakfast and Conversation

8:30 Greeting and Salutations“Opening Doors” on Equity

10:30 – 10:45 Break

10:45 Reflection Activity – Dropout Quotes and Turnaround Bright Spots

11:15 Curriculum Strands, Cycle of Inquiry and Curriculum RubricPlanning Coaching to Advance Effective Leadership with Dufour, Fullan and Hattie’s 10 Mindframes (Chapters 5 - 10)

12:00 – 12:30 Lunch

12:45 Planning Coaching to Advance Effective Leadership with Corwin’s “Fostering Collective Efficacy”

1:45 Peer Coaching to Advance Effective Leadership (Using Research, WSLA Resources, Rubric, Curriculum and Cycle)

3:15 Wrap-up and Evaluation

3:30 Thank You and Departure

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“10 Mindframes” – J. Hattie“Know thy impact!”

Protocol: READ, RETELL, RELATE, REFLECT – (4 Rs)1. Form groups 2. Jigsaw reading3. Record the points on the advance organizer4. Teach back the summary points

As a group, discuss: How does this reading relate to your team? How might the information influence your coaching this fall?

Title of the Section

Advance Organizer

Read, Retell, Relate, Reflect

Read and record ideas Relate to your experiences Reflect on how to

enhance your impact on coaching your team

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Glossary: John Hattie’s Influences on Student Achievement

Self-Report Grades (1.44): Students knowledgeable about their chance of success; awareness of what they know about a subject and how they will likely perform (Hattie, 2009).

Piagetian Programs (1.28): Students knowing the ways in which they think and how it is constrained by their stages of development (sensorimotor stage, preoperational stage, concrete operational stage, and formal operational stage). (Hattie, 2009).

Providing Formative Evaluation (0.9): Students knowledgeable about their chance of success; awareness of what they know about a subject and how they will likely perform (Hattie, 2009).

Micro Teaching (0.88): Teachers conducting mini-lessons and engaging in discussions about the lesson; often involves video-taping (Hattie, 2009).

Acceleration (0.88): Very bright students (gifted) being accelerated through curricula. (Hattie, 2009).

Classroom Behavioral (0.8): Enforcing specific and reasonable set of classroom rules increasing student control over himself/herself. (Hattie, 2009).

Comprehensive Interventions for Learning Disabled (0.77): Combining direct instruction with strategy instruction with extended, deliberate practice; emphasis on meta-cognition. (Hattie, 2009).

Teacher Clarity (0.75): Teachers communicating the intention of the lesson and the notion of what success means for these intentions. (Hattie, 2009).

Reciprocal Teaching (0.74): Teaching cognitive strategies intended to lead to improved learning outcomes. Emphasis on teachers enabling students to learn and use strategies such as summarizing, questioning, clarifying, and predicting. Dialogue between teacher and students around text. Students take turns as teacher and lead dialogue to bring meaning to written word with assistance to learn to monitor their own learning and thinking (Hattie, 2009).

Feedback (0.73): Feedback on task, process and self-regulation level is far more effective than on the Self-level (e.g. praise which contains no learning information). Descriptive feedback is closely related to providing formative assessment (see above). In an interview Hattie emphasized that the most powerful feedback is that given from

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the student to the teacher. This feedback allows teachers to see learning through the eyes of their students. It makes learning visible and facilitates the planning of next steps. The feedback that students receive from their teachers is also vital. It enables students to progress towards challenging learning intentions and goals (Waak, 2013)

Teacher-Student Relationships (0.72): Interestingly, “when students, parents, teachers and principals were asked about what influences student achievement, all BUT the teachers emphasized the relationships between the teachers and the students.” “Building relationships implies agency, efficacy, respect by the teacher for what the student brings to the class (from home, culture, and peers) and recognition of the life of the student.” Facilitate student development by demonstrating that they care for the learning of each as a person (Hattie, 2009).

Spaced vs. Mass Practice (0.71): Frequency of different learning opportunities; three to four exposures to learning over several days before learning occurs. Spacing the practice of skills over a long period of time. (Hattie, 2009).

Meta-Cognitive Strategies (0.69): Thinking about thinking; plan how to approach a given learning task; evaluate progress; monitor comprehension. Self-questioning is an example. (Hattie, 2009).

Prior Achievement (0.67) What a student brings to the classroom is very much related to his or her achievement in previous years. Brighter students tend to achieve more and not-so-bright students achieve less (Hattie, 2012)

Vocabulary Programs (0.67): Vocabulary is the denotative and conative meaning of words and phrases (pg. 45). Vocabulary knowledge is a strong predictor of reading comprehension, or the application and integration of strategies that allows students to sustain and regain meaning over longer periods of text, positively influences student achievement. (Fisher, Frey, and Hattie, 2016).

References - Fisher, D., Frey, N., and Hattie, J. (2016). Visible learning for literacy: Implementing the practices that work best to accelerate

student learning. New York: Corwin. Hattie, J. (2009) Visible Learning: A Synthesis of over 800 meta-analyses relating to Achievement. New

York: Routledge. Retrieved from http://dese.mo.gov/sites/default/files/10-Research ProvenPracticesHattie.pdf .

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge. Waack, S. (2013) Glossary of Hattie’s influences on student achievement. Retrieved from http://visible learning.org/glossary/ .

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Visible Learning Mindframes SurveyHow well have you adopted the 10 mindframes for Visible Learning?

Please indicate whether you agree or disagree with the following statements.

As a district/system leader, you may find it easier to answer these questions about a school in your district/system.

*I tell students that errors are an important part of learning.

Agree

Disagree

*Each student has a certain amount of ability and you can't alter this natural ability.

Agree

Disagree

*I alter my approach in response to student feedback.

Agree

Disagree

*My role is to seek evidence about my impact on students.

Agree

Disagree

*Listening to students is more important than talking to them.

Agree

Disagree

*My colleagues and I talk more about teaching than learning.

Agree

Disagree

*I evaluate my practice using student data.

Agree

Disagree

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*Your intelligence is something you are born with and cannot change.

Agree

Disagree

*Students feel respected by me and by their peers.

Agree

Disagree

*I take care to understand where students are starting from.

Agree

Disagree

*It is important for me to have a positive relationship with my students.

Agree

Disagree

*Given the choice, my students would prefer work that appears easier to do so that they are guaranteed high marks.

Agree

Disagree

*My students know what they are learning and why they are learning it.

Agree

Disagree

*When a student offers me feedback, I dismiss it because I understand my role better than they do.

Agree

Disagree

*When my students quietly listen to me, they learn more.

Agree

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Back Next

Disagree

*I am very good at sharing responsibility in a team.

Agree

Disagree

*My students know what expectations I have for them.

Agree

Disagree

*I use student data to guide my professional development.

Agree

Disagree

*I need to be a "lone wolf" in order to be successful.

Agree

Disagree

*I understand the progress my students are making.

Agree

Disagree

How to Interpret Your Score

0-8 PointsYou have some work to do! Seek more knowledge about John Hattie's Mindframes to increase your awareness of these mindframes in your school.

9-13 Points

You have the basics down. Celebrate the mindframes that are strongly-held in your school and work to strengthen the mindframes that are weakly-held.

14-18 Points

You're a strong facilitator of learning! Keep focusing on knowing your impact and continue to grow in your awareness of your mindframes.

19-20 Great job! You embody the key mindframes for accelerating student success. Do your

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Back Next

Points colleagues?

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Coaches’ Planning Organizer to Advance Leadership

Review Hattie Fullan DuFour Plan to coach to advance

leadership

Equity

“10 Mindframes” &

Collective Efficacy

WSLA Rubric

&

Team Continuum

WSLA Website Resources

& Workshop 2

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Bloom’s Coaching Question StemsParaphrasing

• So you are saying that…• I am hearing that…• You are noticing that…

Probing Paraphrase• You are telling me that (with added specificity)…• I hear that you have two concerns…• In other words (with added clarity)…

Clarifying Questions• Tell me more about…• What do you mean by “my team”?• What does low achievement mean to you?

Mediational Questions• What would it look like if...?• What would be the arguments against?• Can you imagine another way to…?

Instructional Coaching• Can I share some information about…?• What I saw in the classrooms is…• Research on best practices indicates…

Consultative Coaching• Here are two options you might consider.• I can bring these resources to you.• The data tells me that…

Collaborative Coaching• Let’s look at these data together.• We can work together to…• Can I play a supportive role by…?

Supervisorial Feedback• I have placed the team in “initiation stage” based on this evidence…• This is how I and others experience your communication style…• I have total confidence in your ability to…

Transformational Coaching• Let’s role play…• Practice doing…• What might be another narrative you could tell yourself?

Summarizing• Let’s review our next steps…• We’ll know that we have achieved our goals when…

Note – Adapted for WSLA by P. Guglielmino, 2018

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