Who are We? What do We Do?

1. Coaches? Teachers? LMSs? Administrators? Who are We? What do We Do?

2. A Changing Landscape • Politics, Education and Professional Development WI Peer Coaching Collaborative Mary Lou Ley mley@charter.net

3. 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 mley@charter.net

4. WI Peer Coaching Collaborative Mary Lou Ley mley@charter.net

5. Relationship between Training and Impact on Teacher Practice (Joyce & Showers, 1994; Showers, Murphy & Joyce, 1996).

6. Research Findings • On 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 mley@charter.net

7. Research: Collaboration Top performing school systems understand that to improve instruction you need to use the following interventions: • Coach classroom practice • Move teacher training to the classroom • Develop stronger school leaders • Enable teachers to learn from one another • Barber & Mourshed 2007 WI Peer Coaching Collaborative Mary Lou Ley mley@charter.net

8. The context of the classroom • Collaboration • No more workshops after school out of the classroom context • Taking teachers out of the context of their classroom can only inform instruction. It does not change practice. • Must occur in context of their teachingrelevant to the student needs in their classroom WI Peer Coaching Collaborative Mary Lou Ley mley@charter.net

9. Focus on Systemic ReformMichael Fullon “Six Secrets of Change”Secret #2: Connecting Peers with Purpose • 1st time research shows when teachers collaborate on a regular basis student achievement goes up. • What is important here is not just the peer interaction. It’s 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.

10. ISTE surveyed PD models that integrate context, collaboration, and technology The most effective PD was: 1. Technology-rich, 2. Delivered through a coaching model, and 3. Enhanced by the power of community and social learning. In analyzing successful programs three essential concepts emerged.

11. Never Was About Technology Langwitches Blog • “poor teaching + technology = expensive poor teaching” Connor BoltonWhat is the impact on learning? WI Peer Coaching Collaborative Mary Lou Ley mley@charter.net

12. Collaboration is Essential • Coaching and Communication Skills • Developing skill in asking questions • Building relationships and trust • A new skill set for most coaches • , p.2 WI Peer Coaching Collaborative Mary Lou Ley mley@charter.net

13. Researchon 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 teachers • Developmental practices, on the other hand, are interactions that spur improvements in overall instruction and change classroom practices. These require collective and structured efforts. 2006 study by W. David Stevens at the Consortium on Chicago School Research at the University of Chicago WI Peer Coaching Collaborative Mary Lou Ley mley@charter.net

14. The Importance of Community Richard du Four “To create a professional learning community, focus on learning rather than teaching, work collaboratively, and hold yourself accountable for results.”

15. Collaboration Communication Skills Challenges: • Teachers have limited experience engaging in professional dialogue about their teaching and student learning • Conversations tend to be more “show and tell” or offering help and easily tangential • Research suggests these kinds of conversations do not improve practice WI Peer Coaching Collaborative Mary Lou Ley mley@charter.net

16. Purposeful peer interaction works effectively under three conditions 1. When the larger values of the organization and those of individuals and groups mesh.  Purpose/ Focus 2. When information and knowledge about effective practices are widely and openly shared. Criteria for Quality 3. When monitoring mechanisms are in place to detect and address ineffective actions, while also reinforcing and consolidating effective practices.  Reflection/Feedback

17. Importance of Reflection WI Peer Coaching Collaborative Mary Lou Ley mley@charter.net

18. The Quality of our Coaching =The Quality of our Conversations Communication & Collaboration Skills

19. Structured Collaborative Conversations Coaches need to assist teachers in looking for evidence of: • Intended – what students should learn • Enacted- what teachers teach • Assessed –what is assessed • Learned –what students learn Focus: What is the impact on student learning? WI Peer Coaching Collaborative Mary Lou Ley mley@charter.net

20. Focus 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 3 • Student 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 mley@charter.net Mary Lou Ley mley@charter.net

21. Becoming a good coach takes time and opportunities to reflect with other coaches. Year 1 Coaches: Focus on being “Nice” to build trust and acceptance Helpful Focus on Technology Tools Tend to coach more “informally” No structured time or process Focus on themselves

22. 1st year Coaches WI Peer Coaching Collaborative Mary Lou Ley mley@charter.net

23. Year 2 Coaches • Focus more on learning outcomes • Find technology to align with learning • Coach using more protocol structured conversations • Ask more probing questions • Meet on a regular basis WI Peer Coaching Collaborative Mary Lou Ley mley@charter.net

24. The focus is on collaborating teacher and student learning WI Peer Coaching Collaborative Mary Lou Ley mley@charter.net

25. Reflections on Coaching • Year 2 coach • “How my coaching has changed over time” • http://www.youtube.com/watch?v=n9Peu_F0LxI&feature=youtu.be • Year 2 LMS coach • http://www.youtube.com/watch?v=KJD7qjGZxss WI Peer Coaching Collaborative Mary Lou Ley mley@charter.net

26. Professional growth occurs when we engage in conversations around evidence of quality in teaching and learning. • Anchored in common definitions of quality indicators • Focus on the collaborating teacher’s work. Factual evidence of how they are currently teaching and integrating technology • Asking 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 work

27. Edgar Allen Poe Two Case Studies:Reflection on Coaching Table of Elements Use Glogster Level of Thinking? Impact on Student Learning? During Learning? What improved? PowerPoint Level of Thinking? Impact on Student Thinking? During Learning? What improved? WI Peer Coaching Collaborative Mary Lou Ley mley@charter.net

28. A Peer Coaches Reflection on Successful Coaching this Year: I’m 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 “how 2. sharing of tools, methods, lessons learned and success stories amongst peers 3. a product or two that can be used again, or improved upon for the following year 4. 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, schedule 8. opportunities to see what other successful coaching programs are/do 9. opportunities to attend workshops, etc. These were all present in our coaching program this year. Nate from Superior

29. Effective Coaching Tools and Resources Effective Integration Lesson Improvement Templates Learning Activity Checklists Lesson Improvement Comparison Chart Technology tools and resources Coaches Handbook Coaching Protocols Collaboration Logs Coaching Guides Wows and Wonders Protocols Coaching self- reflection rubrics 5 Lesson Improvement Questions Learning Activity Checklist Coaching Skills Cue Card Lesson Comparison Chart WI Peer Coaching Collaborative Mary Lou Ley mley@charter.net

30. Impact of Coaching Impact on Lesson Quality WI Peer Coaching Collaborative Mary Lou Ley mley@charter.net

31. Program 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 curricula • Expertise in using technology to promote critical thinking and problem-solving skills among students • Ability 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 mley@charter.net

32. Change in Lesson Quality WI Peer Coaching Collaborative Mary Lou Ley mley@charter.net

33. Improvement in Quality of Lessons WI Peer Coaching Collaborative Mary Lou Ley mley@charter.net Mary Lou Ley mley@charter.net

34. Capture Growth What would be evidence that change is happening in your program? WI Peer Coaching Collaborative Mary Lou Ley mley@charter.net