Jim Howden

October 23, 2014

PLCS IN ACTION

PROCEDE 2014 MONT TREMBLANT

FEELING CONCERNED THAT YOU DON’T HAVE ALL THE ANSWERS? FEELING CONCERNED THAT YOU DON’T HAVE ALL THE ANSWERS?

DON'T WORRY—YOU'RE NOT ALONE!DON'T WORRY—YOU'RE NOT ALONE!

If we don't succeed, we run the risk If we don't succeed, we run the risk of failure.of failure.

Dan QuayleDan Quayle

We're going to turn this team around We're going to turn this team around 360 degrees.360 degrees.

Jason KiddJason Kidd

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ARE YOU STRESSED ????

WHY THIS PICTURE?

THREE QUESTIONS

On your slip of paper, please write three questions that you would like someone to ask you in order to find out a little more about you.

Now, turn to someone at the table, and ask your questions to your partner.

Lastly, exchange your slips of paper. Now, leave your table and find another r colleague in the room. Ask that person your “new” questions.

Now repeat the last step. Exchange, meet, ask.

LINE UP ACCORNING TO THE LAST TIME YOU WERE COACHED

IMAGINATION IS MORE IMPORTANT THAN KNOWLEDGE

http://m.youtube.com/watch?v=jgvx9OfZKJw

CREATIVITY TAKES TIME!

Behind every successful person, there is one elementary truth: somewhere, somehow, someone cared about their growth and development .

REFLECTION ON THE NEWER GENERATION

Think of one or more important coaches in your life. What story or stories can you share about the relationship(s)?

“Every day, we wager the future of this country on our teachers. We are daily entrusting the dreams of our young people to those who teach them. Whether those dreams are delayed, denied, or fulfilled is ours to decide.”

COACHES IN YOUR LIFE

What is a coach?What is a coach’s role? the teachers’ role?How to draw the line between coaching and

supervision?How can coaching impact on teachers’

professional development?How to coach? What is the cycle of coaching?

QUESTIONS FOR OUR SESSION

The purpose of staff development is not just to implement isolated instructional innovations; its central purpose is to build strong collaborative work cultures that will develop the long-term capacity for change.

Michael Fullan

WHY COACHING?

Recent Research Indicates That With Coaching,Implementation rates rise…85% - 90%

University of Kansas Center for Research on Learning

Research on Instructional Coaching

ANDROGOGY

Knowles' theory can be stated with six assumptions related to motivation of adult learning:

Adults need to know the reason for learning something (Need to Know)

Experience (including error) provides the basis for learning activities (Foundation).

Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction (Self-concept).

Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives (Readiness).

Adult learning is problem-centered rather than content-oriented (Orientation).

Adults respond better to internal versus external motivators (Motivation).

Knowles, Malcolm (1980). 19

ANDROGOGY…

Caretaker: Do we need a break? Know-it-All: A comment for every idea and is willing

to share Hitchhiker: Passive learner, along for the ride Blocker (Devil’s Advocate): contrary positions in the

discussion Parliamentarian: “Haven’t we extended our rule

about time limits for group discussions?” Sage: formal and informal power in the group Clown: brings levity to the scene, humor to diffuse

mounting conflict

ADULT LEARNER ROLES

"All learning has an emotional base."

Plato

COACHING COMPONENTS

Collaboratively Explore Data

(CED)

Cycle of enactment and investigation.

Lampert M et al. Journal of Teacher Education 2013;64:226-243

Copyright © by American Association of Colleges for Teacher Education

WHAT ARE THE CHARACTERISTICS OF AN EFFECTIVE COACH, WHAT DO THEY NEED TO KNOW AND BE

ABLE TO DO?

COACHING…

• Builds capacity for effective instructional practices within specific content areas.

• Creates a partnership approach with teachers.

• “Customizes professional development to match each teacher’s needs and interests while they help the school establish a common understanding across all teachers.” (Sweeney, 2003)

COACHING’S BIG FOUR

•Content

• Instructional Practices

•Assessment for Learning

•Classroom Management

Jim Knight, University of Kansas

Coaches are not guides by the side or mentoring buddies.  They coach; they train; they teach. 

Coaches teach the knowledge and skills of effective interaction to teachers.  They train in order to bring out the potential in every teacher to

build a professional learning community.

Ignoring – Making no effort to listen Pretend Listening – Giving the appearance of

listening Selective Listening – Hearing the bits that

interest you Attentive Listening – Paying attention, focusing,

comparing to personal experiences Empathetic Listening – Listening and responding

with both heart and mind

LEVELS OF LISTENING

When you are the talker…TALKWhen you are the listener…LISTEN

LISTENING = no talking, no responding with facial expressions or gestures.

Name a challenge you have met.

How do you know that someone loves you?

Describe one of the most important values that you adhere to.

TOPICS

How did it feel to be the speaker? .. the listener?

Which was easier? Why?

Name something you learned AND can transfer.

1.“You are useless”

2. “This data is useless”

3. “The content of your report was clear and concise, but the layout and presentation were too vague”

4. “How do you feel about the data analysis?” 5. “What was the essential purpose of your report? To what

extent do you think this draft achieves that? What are the other points you feel need emphasised?

"Probably my best quality as a coach is that I ask a lot of challenging questions and let the person come up with the answer." Phil Dixon (Olympic Coach – Canada)

FIVE LEVELS OF FEEDBACK

WARMWARM

WARM V. COOL FEEDBACK

• Supportive• Strength oriented• Focus on solutions• Promotes positive

learning

COOL

• Impersonal• Needs oriented• Focus on the

problem• Provides constructive

criticism

Open-ended Questions– What? How?

What do you want to do?

How did you arrive at…?

What do you think might happen if…?

What would that look like to you?

What concerns you about…?

What were you hoping for?

GOOD QUESTIONS FOR COACHES

Broadening QuestionsWhat do you see ?Do you see …?Say more about that…?What happened when…?Could you tell me more about…?

Explaining QuestionsWhat makes that upsetting?How did you decide to…?

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Clarifying QuestionsCan you give me

examples of…. ?What does … look like

to you?What exactly do you

mean?What you say … what

are you referring to?

Exploring Questions

What did you think when…?

What concerns you about that?

What were you expecting when…?

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GOOD QUESTIONS FOR COACHES

VIDEO ON COACHING-YOU MAKE THE TRANSFER…

http://www.youtube.com/watch?v=GjMom3gOBmc

QUESTIONS TO FOSTER REFLECTION

• What were we trying to accomplish?• How did we go about completing the

mandate or solving problems we had along the way (process)?

• What did we do well (strengths)?• What did we have difficulty with

(weaknesses)?• What have we learned/what would I do

differently?

REFLECTION QUESTIONS, CONT’D

• What worked well?• What did we learn?• Did our conversations lead us closer to

our goals? How?• Did we do what we set out to do?• How can we improve on this to make

this collaborating in PLCs more significant part of our work?

The real voyage of discovery consists not in seeking new lands

but in seeing with new eyes.

Marcel Proust

By three methods we may learn wisdom: First, by reflection, which is noblest; Second, by imitation, which is easiest; and Third, by experience, which is the bitterest.

Confucius, philosopher and teacher (c. 551-478 BC)