Coaches? Teachers? LMSs? Administrators?. Who are We? What do We Do? . A Changing Landscape. Politics, Education and Professional Development. What professional learning will help teachers adapt and adopt innovative learning activities? - PowerPoint PPT Presentation
Who are We? What do We Do? Coaches? Teachers? LMSs? Administrators?
A Changing Landscape Politics, Education and Professional Development
WI Peer Coaching Collaborative Mary Lou Ley email@example.com What professional learning will help teachers adapt and adopt innovative learning activities?
What professional development changes teacher practice in lasting and measurable ways
WI Peer Coaching Collaborative Mary Lou Ley firstname.lastname@example.org
WI Peer Coaching Collaborative Mary Lou Ley email@example.comRelationship between Training and Impact on Teacher Practice(Joyce & Showers, 1994; Showers, Murphy & Joyce, 1996).
Research FindingsOn the job, job-embedded training Long-term, ongoing Focused on classroom activities Highly collaborative environment Structured to offer chances to learn from others from work of the National Staff Development Council (NSDC) (Sparks 2002), Michael Fullan (2001), North Central Regional Laboratory (NCREL) (Sparks & Loucks-Horsley, 1989), and the Association for Supervision and Curriculum Development (ASCD) (2003, July).WI Peer Coaching Collaborative Mary Lou Ley firstname.lastname@example.orgResearch: CollaborationTop performing school systems understand that to improve instruction you need to use the following interventions:Coach classroom practiceMove teacher training to the classroomDevelop stronger school leadersEnable teachers to learn from one anotherBarber & Mourshed 2007
WI Peer Coaching Collaborative Mary Lou Ley email@example.comCoaching Classroom PracticeIf you want good teachers, you need a good teacher- a coach- to train them.Coaches observe classroom practice, provide feedback, model better instruction, and help other teachers reflect on their own practice
Enable Teachers to learn from one anotherTeachers dont work alone, they learn from each other Planning lessons jointly; Observing each others lessons; and Helping each other improve.
7 The context of the classroomCollaborationNo more workshops after school out of the classroom contextTaking teachers out of the context of their classroom can only inform instruction. It does not change practice.Must occur in context of their teaching relevant to the student needs in their classroomWI Peer Coaching Collaborative Mary Lou Ley firstname.lastname@example.org Australian study Kohls Professional Development: The great way to avoid change.8Focus on Systemic ReformMichael Fullon Six Secrets of ChangeSecret #2: Connecting Peers with Purpose1st time research shows when teachers collaborate on a regular basis student achievement goes up.What is important here is not just the peer interaction. Its what peers are interacting about. What they should be interacting about is two things. First, they should be interacting on the data and how well students are doing And second, they should be interacting around the instructional practices that get results.
The most effective PD was:1. Technology-rich,2. Delivered through a coaching model, and3. Enhanced by the power of community and social learning.ISTE surveyed PD models that integrate context, collaboration, and technologyIn analyzing successful programs three essential concepts emerged. Never Was About Technology Langwitches Blog poor teaching + technology = expensive poor teaching Connor Bolton
What is the impact on learning?WI Peer Coaching Collaborative Mary Lou Ley email@example.comCollaboration is EssentialCoaching and Communication SkillsDeveloping skill in asking questionsBuilding relationships and trustA new skill set for most coaches
, p.2WI Peer Coaching Collaborative Mary Lou Ley firstname.lastname@example.orgLeaders are ambitious 1st and foremost for a cause, for the work, for the company not him or herself and they have the will to do whatever is necessary to make good on the ambition fot that cause 12Research on Teacher Conversations:Indentifies two patterns of conversation: Supportive practices and Developmental practices Supportive practices include teachers offering advice, suggesting approaches to tasks or concerns, and generally helping with daily classroom work. These occur informally and affect only one or a few teachersDevelopmental practices, on the other hand, are interactions that spur improvements in overall instruction and change classroom practices. These require collective and structured efforts. WI Peer Coaching Collaborative Mary Lou Ley email@example.com study by W. David Stevens at the Consortium on Chicago School Research at the University of Chicago Richard du FourThe Importance of CommunityTo create a professional learning community, focus on learning rather than teaching, work collaboratively, and hold yourself accountable for results.
In order to ask difficult questions we focus on the learning not on the teaching14Collaboration Communication Skills Challenges:
Teachers have limited experience engaging in professional dialogue about their teaching and student learningConversations tend to be more show and tell or offering help and easily tangentialResearch suggests these kinds of conversations do not improve practiceWI Peer Coaching Collaborative Mary Lou Ley firstname.lastname@example.org. When the larger values of the organization and those of individuals and groups mesh. Purpose/ Focus2. When information and knowledge about effective practices are widely and openly shared. Criteria for Quality3. When monitoring mechanisms are in place to detect and address ineffective actions, while also reinforcing and consolidating effective practices. Reflection/FeedbackPurposeful peer interaction works effectively under three conditionsGreatest initial challenge is time especially for 1st year coaches16Importance of Reflection
WI Peer Coaching Collaborative Mary Lou Ley email@example.com
The Quality of our Coaching =The Quality of our Conversations
Communication & Collaboration Skills
Structured Collaborative Conversations Coaches need to assist teachers in looking for evidence of:
Intended what students should learnEnacted- what teachers teachAssessed what is assessedLearned what students learn
Focus: What is the impact on student learning?WI Peer Coaching Collaborative Mary Lou Ley firstname.lastname@example.orgFocus on quality indicators that most lessons need improvement:Task: Setting, Audience, Product; Opportunities for collaboration. Use questions to clarify the task (REAL Problem, Purpose, Product, Audience)Standards: (21st Century, AASL, and Academic you intend to assess) only 2or 3Student Steps and Teacher Notes: Cohesive - Detailed, clarifies the product, adds scaffolding tools where needed.Assessment: How will you assess the standards you listed? Rubric? Checklist? Test? How will you assess product and process? Formative Feedback (that helps move student to the next step)Technology: Adds value to the teaching and learning; Reason for using technology (i.e Communication? Collaboration? Co- Create? Contribute?)Resources: Curricular, Web site, information, electronic and non electronic; how to cite.WI Peer Coaching Collaborative Mary Lou Ley email@example.com Mary Lou Ley firstname.lastname@example.orgBecoming a good coach takes time and opportunities to reflect with other coaches.Year 1 Coaches:Focus on being Nice to build trust and acceptanceHelpfulFocus on Technology ToolsTend to coach more informally No structured time or processFocus on themselves
1st year Coaches
WI Peer Coaching Collaborative Mary Lou Ley email@example.comYear 2 CoachesFocus more on learning outcomesFind technology to align with learningCoach using more protocol structured conversationsAsk more probing questionsMeet on a regular basis
WI Peer Coaching Collaborative Mary Lou Ley firstname.lastname@example.orgThe focus is on collaborating teacher and student learning
WI Peer Coaching Collaborative Mary Lou Ley email@example.com
Reflections on CoachingYear 2 coachHow my coaching has changed over timehttp://www.youtube.com/watch?v=n9Peu_F0LxI&feature=youtu.beYear 2 LMS coachhttp://www.youtube.com/watch?v=KJD7qjGZxssWI Peer Coaching Collaborative Mary Lou Ley firstname.lastname@example.orgProfessional growth occurs when we engage in conversations around evidence of quality in teaching and learning.Anchored in common definitions of quality indicatorsFocus on the collaborating teachers work. Factual evidence of how they are currently teaching and integrating technologyAsking questions around the intended and enacted curriculum, assessment of student performance, and impact on learning.Ask probing questions that allow the teacher to think more deeply about their workTwo Case Studies:Reflection on CoachingTable of ElementsEdgar Allen PoeUse GlogsterLevel of Thinking?Impact on Student Learning? During Learning?What improved?PowerPointLevel of Thinking?Impact on Student Thinking? During Learning?What improved?WI Peer Coaching Collaborative Mary Lou Ley email@example.comIm a coach who coached another first grade teacher this year.I think a successful coaching program consists of:1. expectations/goals that are clearly defined, but leave room for flexibility, i.e. giving the what but not the how2. sharing of tools, methods, lessons learned and success stories amongst peers3. a product or two that can be used again, or improved upon for the following year4. a maintained website for collaboration, tool sharing, etc.5. feedback from knowledgeable folks, i.e., Mary Lou, Andy, etc.6. emphasis on tools we already have that can be used creatively, i.e. publisher, ppt, etc.7. time with the mentee that is built into the district/school, schedule8. opportunities to see what other successful coaching programs are/do9. opportunities to attend workshops, etc.These were all present in our coaching program this year.
A Peer Coaches Reflection on Successful Coaching this Year:
Nate from SuperiorTools and ResourcesEffective IntegrationEffective CoachingLesson Improvement TemplatesLearning Activity ChecklistsLesson Improvement Comparison ChartTechnology tools and resourcesCoaches Handbook
Coaching ProtocolsCollaboration LogsCoaching Guides Wows and Wonders ProtocolsCoaching self- reflection rubrics5 Lesson Improvement QuestionsLearning Activity ChecklistCoaching Skills Cue CardLesson Comparison Chart
WI Peer Coaching Collaborative Mary Lou Ley firstname.lastname@example.orgImpact of CoachingImpact on Lesson QualityWI Peer Coaching Collaborative Mary Lou Ley email@example.comProgram Results 71% of participants felt the coaching program made a significant level of impact on changing instructional practice Understanding of how technology can be used to improve academic curriculaExpertise in using technology to promote critical thinking and problem-solving skills among studentsAbility to integrate technology in ways that engage students in learning Awareness of web based resources
Lessons demonstrated a significant increase in the cognitive level of the tasks students were asked to perform, real world connections, and an increase in use of technology.
WI Peer Coaching Collaborative Mary Lou Ley firstname.lastname@example.org Change in Lesson Quality WI Peer Coaching Collaborative Mary Lou Ley email@example.com. It is significant to note that at baseline over 70% of teacher lessons did not represent quality components and post the % of lessons that included high quality components increased by nearly 60%. Student opportunity to engage in challenging high quality lessons increased. Assessments of student work showed improvements also in the clarity of performance criteria, feedback offered for improvement, the inclusion of 21st century skills in lesson assessments, and the alignment of the assessment to the task and standards. Assessment continues to be a difficult area for teachers and will need to be addressed in future programming.32Improvement in Quality of Lessons WI Peer Coaching Collaborative Mary Lou Ley firstname.lastname@example.org Mary Lou Ley email@example.comLessons and student work samples (if available) were collected at intervals during the project year. These samples were evaluated for the level of cognitive challenge of the student task, the opportunity for inquiry/collaboration/and communication, the depth of understanding of content required in the task, the level of connection to real world relevance for students, the level of technology use (literacy, adaptive, and transforming), and an overall pre to post comparison of these variables using a 3-point rubric scale.33Capture GrowthWhat would be evidence that change...