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PROCEDE 2014- PLCs in Action
- 1. PLCS IN ACTION PROCEDE 2014 MONT TREMBLANT Jim Howden October 23, 2014
- 2. FEELING CONCERNED THATYOU DDOONN’’TT HHAAVVEE AALLLL TTHHEE AANNSSWWEERRSS?? DDOONN''TT WWOORRRRYY——YYOOUU''RREE NNOOTT AALLOONNEE!! IIff wwee ddoonn''tt ssuucccceeeedd,, wwee rruunn tthhee rriisskk ooff ffaaiilluurree.. DDaann QQuuaayyllee WWee''rree ggooiinngg ttoo ttuurrnn tthhiiss tteeaamm aarroouunndd 336600 ddeeggrreeeess.. JJaassoonn KKiidddd
- 3. ARE YOU STRESSED???? 3
- 4.
- 5. THREE QUESTIONS Onyour 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.
- 6. LINE UP ACCORNINGTO THE LAST TIME YOU WERE COACHED
- 7. IMAGINATION IS MOREIMPORTANT THAN KNOWLEDGE
- 8. CREATIVITY TAKES TIME! http://m.youtube.com/watch?v=jgvx9OfZKJw
- 9. Behind every successfulperson, there is one elementary truth: somewhere, somehow, someone cared about their growth and development .
- 11. REFLECTION ON THENEWER GENERATION
- 12. COACHES IN YOURLIFE 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.”
- 13. QUESTIONS FOR OURSESSION 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?
- 14. The purpose ofstaff 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
- 15.
- 16. Recent Research IndicatesThat With Coaching, Implementation rates rise… 85% - 90% University of Kansas Center for Research on Learning Research on Instructional Coaching
- 18. ANDROGOGY Knowles' theorycan 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).
- 19. Adults are mostinterested 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…
- 20. ADULT LEARNER ROLES 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
- 21. "All learning hasan emotional base." Plato
- 22. COACHING COMPONENTS CollaborativelyExplore Data (CED)
- 23. Cycle of enactmentand investigation. Lampert M et al. Journal of Teacher Education 2013;64:226-243 Copyright © by American Association of Colleges for Teacher Education
- 24. WHAT ARE THECHARACTERISTICS OF AN EFFECTIVE COACH, WHAT DO THEY NEED TO KNOW AND BE ABLE TO DO?
- 25. COACHING… • Buildscapacity 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)
- 26. COACHING’S BIG FOUR •Content •Instructional Practices •Assessment for Learning •Classroom Management Jim Knight, University of Kansas
- 27. Coaches are notguides 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.
- 28. LEVELS OF LISTENING 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
- 31. When you arethe talker…TALK When you are the listener…LISTEN LISTENING = no talking, no responding with facial expressions or gestures.
- 32. TOPICS Name achallenge you have met. How do you know that someone loves you? Describe one of the most important values that you adhere to.
- 33. How did itfeel to be the speaker? .. the listener? Which was easier? Why? Name something you learned AND can transfer.
- 34. FIVE LEVELS OFFEEDBACK 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)
- 35. WARM V. COOLFEEDBACK WWAARRMM • Supportive • Strength oriented • Focus on solutions • Promotes positive learning COOL • Impersonal • Needs oriented • Focus on the problem • Provides constructive criticism
- 36. GOOD QUESTIONS FORCOACHES 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? Broadening Questions What do you see ? Do you see …? tShaayt… m?ore about wWhheant… ha?ppened mCoorueld a yboouu tt…ell? me Explaining Questions uWphseattt imnga?kes that tHo…ow? did you decide 36
- 37. Clarifying Questions Canyou 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…? 37 GOOD QUESTIONS FOR COACHES
- 38. VIDEO ON COACHING-YOUMAKE THE TRANSFER… http://www.youtube.com/watch?v=
- 39. QUESTIONS TO FOSTERREFLECTION •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?
- 40. 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?
- 41. The real voyageof discovery consists not in seeking new lands but in seeing with new eyes. Marcel Proust
- 42. By three methodswe 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)
Editor's Notes
- #16 People in all walks of life- athletes, dancers, actors, businesspeople, lawyers- strive to continually improve their game. In order to do this they all have coaches of some sort. They hire life coaches, personal trainers, coaches. They hire their ‘coach’, then decide on what to work on, set a goal, and then begin to work on that goal- together. Coaches are change agents, engineers, they help people in schools build bridges: like relationships and coaches speak many languages---“admin speak” and “teacher speak” Trend in the country hiring executive coaches in schools--
- #17 One research study conducted by the University of Kansas Center for Research on Learning evaluated a group of 87 teachers from different schools. The results of the study indicate that 85% of those teachers who receive ongoing support from instructional coaches implement newly learned instructional methods, a factor that enhances teacher quality. In another study conducted by the same group, research indicates that teachers who do not receive such support implement newly learned strategies at only a rate of 10% (Joyce and Showers, 2002). (a role of coach is to be an advocate for the ”right conditions”) This research indicates that coaching does indeed lead to successful adoption and effective use of proven instructional methods, with one crucial caveat: The right conditions--in the form of administrative support and qualified coaches--must be in place. In schools in which either of these elements is missing, implementation success rates have been low. Research indicates that teachers who are supported by instructional coaches are more likely to implement newly learned instructional strategies (University of Kansas, Center for Research on Learning).
- #18 When coaching is successful, the person being coached begins to self- monitor personal performance the way their coach had monitored them in the beginning. Coaching is like scaffolding instruction for adults. “How do I scaffold my teaching?” With a focus on improving the learning for all students, instructional coaching will support teachers to deepen their understanding of: CONTENT KNOWLEDGE RESEARCH BASED INSTRUCTIONAL STRATEGIESHOW TO USE A VARIETY OF ASSESSMENTSMONITOR STUDENT ACHIEVEMENT
- #23 Model—I do (You watch me) Co-teach—we do Observe- You do (I watch you) Collaborative Exploration of Data:: Based on the partnership principles • Involves observations to open up dialogue, rather than to state a single truth • Should be – constructive, but provisional – empathetic and respectful • Coach and teacher identify what data will be gathered
- #24 Cycle of enactment and investigation
- #26 Quote from Taking the lead…
- #27 Handout 4