Stephen G. Barkley Executive Vice President Performance Learning Systems sbarkley@plsweb

1. Instructional CoachingProfessional Learning CommunitiesSchool ImprovementAllWith the End in Mind

2. Stephen G. Barkley Executive Vice President Performance Learning Systems sbarkley@plsweb.com www.plsweb.com blogs.plsweb.com twitter.com/stevebarkley

3. Student Achievement What is the definition of student achievement that drives your work?

4. Learning and Innovation Skills Learning and innovation skills increasingly are being recognized as those that separate students who are prepared for a more and more complex life and work environment in the 21st century, and those who are not. A focus on creativity, critical thinking, communication and collaboration is essential to prepare students for the future.

6. “As long as the task involved only mechanical skill, bonuses worked as they would be expected: the higher the pay, the better the performance.”

7. But once the task called for “even rudimentary cognitive skill,” a larger reward “led to poorer performance.”

9. Tough Choices or Tough Times • This is a world in which a very high level of preparation in reading, writing, speaking, mathematics, science, literature, history, and the arts will be an indispensable foundation ……. • …comfort with ideas and abstractions is the passport to the good life, in which high levels of education—a very different kind of education than most of us have had– are going to be the only security there is.

10. TOUGH CHOICES OR TOUGH TIMES .…comfort with ideas and abstractions is the passport to the good life, in which high levels of education—a very different kind of education than most of us have had– are going to be the only security there is.

11. STUDENT ACHIEVEMENT GOALS • ACADEMICS - knowledge and skills to be successful in • school and life. • LIFE SKILLS - aptitude, attitude and skills to lead • responsible, fulfilling and respectful lives. • RESPONSIBILITY TO THE COMMUNITY - attributes that contribute to an effective and productive community and the common good of all.

12. Student Changes What student behaviors, choices, effort, and performance are precursors to the student achievement that you seek?

13. Teacher Changes What changes must occur in individual staff/teacher practices to generate the changes we seek in students?

14. Teacher Behaviors • Teach it! • Model it

15. Staff Relationships Are there changes that need to occur in the way that staff members work with each other (staff relationships) in order for the desired individual staff member changes to occur? If so, describe.

16. Teacher Relationships • Parallel Play • Adversarial Relationships • Congenial Relationships • Collegial Relationships • Roland S. Barth • Relationships Within the Schoolhouse • ASCD 2006

17. Changes Needed to Improve Student Achievement What are the changes in student behavior, performance, choices, effort, etc., that you believe are precursors to the improvement in student learning that you seek? YOU L E A D E R S H I P S T A F F R E L A T I O N S H I P S T E A C H E R s / P A R E N T S C H A N G E S I N S T U D E N T S S T U D E N T A C H I E V E M E N T What changes must occur in individual staff/teacher practices to generate the changes you seek in students? What changes must occur in parent practices to generate the changes you seek in students? Are there changes that need to occur in the way that staff members work with each other in order for the desired individual staff members changes to occur? What are the behaviors/practices of school leadership that are necessary to initiate, motivate, and support these changes? How do you see your role in the changing behaviors of students, teachers, teacher leaders, and administrator?

18. Instructional Coaching EVALUATION Outside Criteria MENTORING SUPERVISION PEERCOACHING Teacher’sChoice

19. Gordon’s SkillDevelopment LadderThe Art of Teaching Unconsciously Talented Unconsciously Skilled Consciously Skilled Consciously Unskilled Unconsciously Unskilled Gordon’s (1974) Skill Development Ladder

20. Learning Dip

21. Trusting the Roles Teacher Administrator Coach

22. Appraise Consider one area of teacher practice that is crucial to your desired student achievement. Rank your classrooms along this continuum. 1 2 3 4 5 6 7 8 9 10 11 12 Most Full Change Implementation Needed

23. Analysis • Identify classrooms in • your school that must • change the most to reach • full implementation of • your vision for learning. • Describe in detail the • observable student • behaviors. • Describe in detail the • observable teacher • behaviors.

24. Evaluation/Appraisal • Select one skill set that you believe is most important. __________________ • Rank teachers according to this system: • Unwilling • Unaware • Getting Ready • Started • Developing

25. What’s needed? Who provides it? EVALUATION Outside Criteria MENTORING SUPERVISION PEER COACHING Teacher’s Choice

27. The Environmental Influences

28. CLOSED ENVIRONMENT • Right/Wrong • One Way • Sequence • Skills • Test • Control • Authority • Quick Fix

29. OPEN ENVIRONMENT • Uncover Thinking • Opinions • Problem Solving • Creativity • Critical Thinking • Discussion • Emotions/Feeling • Counseling

30. The Environmental Influences Right/Wrong One Way Sequence Skills Test Control Authority Quick Fix Uncover Thinking Opinions Problem Solving Creativity Critical Thinking Discussion Emotions/Feeling Counseling

32. LISTENING TEST • You believe that . . . . . . . . . . . • My focus is . . . . . . . . . . . . . . . • I should notice . . . . . . . . . . . .

33. Observation Form

34. Making Suggestions • Phrase Positively • Clear and Specific • Congruent • Pay-off

35. Cost Payoff

37. Approval • H.I.P. • Personalize • Cite the Specifics

38. Observation Form

39. How Administrators Support Peer Coaching Technical Coaching Staff Development Collegial Coaching Relationships Challenge Coaching Solutions & Opportunities Robert J. Garmston (1987)

40. Conversations • When students have learning difficulties, what do you hear teachers say? • What do you see teachers do? • What is the common pattern in classrooms where teachers are missing sufficient alternative teaching strategies?

41. Conversations • What strategies are most teachers using to assist students needing remediation? • How are various grade levels/departments similar and different in their efforts to build student success?

42. Conversations • What relationships exist between teachers’ expectations and their approach to instruction? • What three teacher behaviors, if implemented or increased, could have the biggest impact on student achievement at your school?

43. Conversations • In a nutshell, what has the impact of the coaching program been so far? • What percentage of teachers do you believe are willing to experiment with currently unused strategies to improve student achievement? How much effort should the leadership in your school invest in this? Why?

44. Conversations • What options exist for motivating staff to join in coaching for increasing student achievement? • What risks do we run to try? What risk if we don’t? • Timeline and plan.

45. 45

46. Questions for Life 46

47. Questions for Life Induction 47

48. Questions for Life Perceptions Perceptions Perception Perceptions Analysis 48

49. Questions for Life Perception Perception Same/Different 49

50. Questions for Life A B 50