7 Questions for Instructional Coaches P RACTICAL L ESSONS FROM 20 - - PowerPoint PPT Presentation

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7 Questions for Instructional Coaches P RACTICAL L ESSONS FROM 20 - - PowerPoint PPT Presentation

Jun 28, 2023 238 likes •1.04k views

7 Questions for Instructional Coaches P RACTICAL L ESSONS FROM 20 YEARS OF R ESEARCH Winter Summer North South Counterclockwise Clockwise GCI ICG PARTNERS 1. Is my coaching about learning? A closer look at word level reading Their

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7 Questions for Instructional Coaches

PRACTICAL LESSONS FROM 20 YEARS OF RESEARCH

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Winter Summer

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North South

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Counterclockwise Clockwise

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GCI ICG

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PARTNERS

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  • 1. Is my coaching about learning?
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Their peaceful drifting halted suddenly with the approach of a mother and her two small children. The appearance of humans often signaled fine dining for the hungry flock. As if attached by some invisible string, the whole flock immediately set sail in the direction of the oncoming trio. At the pond’s edge, the geese scrambled out of the water in waves and scattered over the bank. Their smooth, graceful glide across the water became a clumsy, stiff-legged

  • waddle. The children squealed with delight as the

geese moved closer, drawn by the trail of crackers laid down by the mother.

A closer look at word level reading…

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Is your school you meeting all your students learning needs? What can your coaching do to ensure more students’ needs are met?

? Your Questions

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  • 2. Is my coaching about engagement?
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Why?

Happiness Relationships Productivity Learning Stopping kids from dropping out

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“Don’t focus on achievement, focus on getting your kids excited about learning.”

PEDRO NOGUERA
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Engagement

Behavioral Engagement Cognitive Engagement Emotional Engagement

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What percentage of students in your school are:
 (a) behaviorally engaged
 (b) cognitively engaged
 (c) emotionally engaged
 (d) not engaged?

? Your Question

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SLIDE 18 ELEMENTARY SCHOOL

THE GALLP STDENT POLL

% ENGAGED 76% 61% 44% MIDDLE SCHOOL HIGH SCHOOL
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  • 3. Professional learning requires follow-up
  • 3. Do I have a coaching cycle?
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My first teaching experience

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jim’ s coach

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None

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“I [have gone] back to many of my clients and assembled data that answered the question ‘does anyone ever really change?’ … Our database has grown to more than 250,000 respondents. My conclusion is unequivocal.
 Very few people achieve positive, lasting change without ongoing follow-up.”

MARSHALL GOLDSMITH
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Why?

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a

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b

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First attempts probably won’t work.

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c

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People don’t know what it looks like when they do what they do.

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The Impact Cycle

  
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“Coaching done well may be the most effective intervention designed for human performance.”

ATUL GAWANDE “PERSONAL BEST,” THE NEW YORKER
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Are your teachers always experiencing follow-up for any professional development they get? To what extent is coaching part of your professional development?

? Your Questions

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  • 4. Do our coaches describe teaching strategies clearly?
  • 4. Are my explanations clear?
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One of the main barriers to turning knowledge into action is the tendency to treat talking about something as equivalent to actually doing something.

PFEFFER & SUTTON, THE KNOWING—DOING GAP

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The curse of knowledge

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Atul Gawande, “The Checklist,” The NewYorker

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Atul Gawande, “Personal Bests,” The NewYorker

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CHECKLIST: FLUENT CORRECTIONS

TO CREATE FLUENT CORRECTIONS:

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Identify behaviors that must be corrected by reviewing ATMs and/or video(s)
  • f students in class.
For each behavior, identify how you will correct students the first, second, third, and fourth time you observe them engaging in the behavior. Identify an initial target behavior for which you want to develop the habit of consistent corrections. Video record a lesson. Watch the video and tally how often students engage in the target behavior and how often you correct it. Keep video recording lessons and tallying behaviors and corrections until you consistently correct the target behavior. Repeat the process with other behaviors that need to be corrected until you consistently correct all inappropriate behaviors.

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Source: I learned this strategy during a conversation with Randy Sprick. For more information about Randy’s excellent work on classroom management, see his website: http://www.safeandcivilschools.com.
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CHECKLIST: POWER WITH

WHILE WATCHING YOUR STUDENTS, DID YOU:

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Give your students you full attention when they were talking? Affirm students for their contribution (either verbally or nonverbally)? Refrain from interrupting students when they are talking? Avoid sarcasm, singling students out, power-tripping, and other actions that communicate a lack of respect? Make bids for connection and appropriately turn toward students’ bids for connection? Communicate the same degree of respect to all students?

✔

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Do you have share practices with checklists? If yes, how are they working out? If not, what are your thoughts about why not?

? Your Questions

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  • 5. Do you recognize the complexity of teaching?
  • 5. Do I recognize the complexity of teaching?
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SIMPLE

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COMPLICATED

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COMPLEX

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Teaching is more complex than rocket science.

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Adaptive challenges VS Technical challenges

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“In education, it’s never one size fits all—it’s one size fits one.”

ERIC LUI
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Do you think teaching is simple, complicated,

  • r complex?

What impact does that have for professional learning?

? Your Question

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  • 6. Are teachers the decision makers during coaching?
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» Control doesn’t work.

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“control is an easy answer. It . . . sounds tough, so it feels reassuring to people who believe things have gone awry . . . however, it has become increasingly clear that the approach simply does not work . . . the widespread reliance on rewards and punishments to motivate responsibility has failed to yield the desired results. Indeed, mounting evidence suggests that these so-called solutions, based on the principle of rigid authority, are exacerbating rather than ameliorating the problems.”

EDWARD DECI, WHY WE DO WHAT WE DO (PP 1-2)
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» Control doesn’t work. » Control diminishes people.

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“Saying no is the fundamental way we have of differentiating ourselves. To take away my right to say no is to claim sovereignty over me … if we cannot say no, then saying yes has no meaning.”

PETER BLOCK
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“The opposite of love is control.”

DONALD MILLER
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» Control doesn’t work. » Control diminishes people. » Choice doesn’t mean people can choose to be

unprofessional

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» Control doesn’t work. » Control diminishes people. » Choice doesn’t mean people can choose to be

unprofessional

» Choice leads to intrinsic not extrinsic

accountability

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Now that you have learned about two strategies, which of the two do you believe you are most likely to teach?

? Implementation Question

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PARTNERSHIP LEARNING TRADITIONAL TRAINING
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How easy is it for you to let go of control?

? Your Question

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  • 7. Is my coaching dialogical?
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Conditions for Dialogue*

  • 1. Humility
  • 2. Hope
  • 3. Faith
  • 4. Critical Thinking
  • 5. Love

*Paulo Freire

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When I coach, do teachers really share what they are thinking and do I really share what I am thinking?

? Your Question

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Seven Secrets of Instructional Coaching

  • 1. Is my coaching about learning?
  • 2. Is my coaching about engagement?
  • 3. Do I have a coaching cycle?
  • 4. Are my explanations clear?
  • 5. Do I recognize the complexity of teaching?
  • 6. Are teachers the decision makers during coaching?
  • 7. Is my coaching dialogical?
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hello@instructionalcoaching.com