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MNPS Peer Coaching Facilitator Academy

MNPS Peer Coaching Facilitator Academy. http://mnpspcfa.wikispaces.com. Sweet Reflections. Sweet Reflections Describe a professional or social setting in which you feel most confident. Sweet Reflections Share details about your culture or family that make you prideful. Sweet Reflections

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MNPS Peer Coaching Facilitator Academy

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  1. MNPS Peer Coaching Facilitator Academy http://mnpspcfa.wikispaces.com

  2. Sweet Reflections

  3. Sweet Reflections Describe a professional or social setting in which you feel most confident.

  4. Sweet Reflections Share details about your culture or family that make you prideful.

  5. Sweet Reflections What are the conditions of a perfect vacation ?

  6. Sweet Reflections Tell a colleague about a skill you possess with a great deal of competency.

  7. Sweet Reflections How can you implement Sweet Reflections with the content areas you teach.

  8. Morning Agenda • Parking Lot • Norms • Effective Professional Development • Why Coaching? • Coaching Roles & Responsibilities

  9. PARKING LOT Post your comments, questions, and suggestions about coaching.

  10. Setting Group Norms Let’s establish NORMS for how we will work together.

  11. How is Effective Professional Learning Like/Not Like a Space Expedition?

  12. School-Based Professional Learning Standards • Reflective Dialogue • Deprivatization of Practice • Collaboration • Collective Focus on Student Learning • Shared Norms and Values • Structured Methodology • Connected to Other Aspects of School Change

  13. Culture of Learning Video

  14. WHY COACHING

  15. Think Back….. What made the experience so effective?

  16. Characteristics of Effective PD • On the job, job-embedded training • Long-term, ongoing • Focused on classroom activities • Highly collaborative environment • Structured to offer chances to learn from others

  17. Typical Professional Development

  18. Type of Training and Impact

  19. Type of Training and Impact

  20. Discussion Why is coaching effective at helping teachers learn new skills and knowledge?

  21. Coaching Roles/Responsibilities • Expert • Collaborator • Coach • Facilitator

  22. Coaching Conversation Video

  23. Discussion What roles did you see or hear in the video? Identify specific examples.

  24. Coaching Cycle

  25. Professional Learning Planning Template

  26. Peer coaching • This afternoon • Clock partners • Defining your program • Communication • Planning Meeting • Reflection

  27. Clock Partners

  28. Define Your Program Peer coaching is a highly flexible tool, Define Your Program But without a clear structure…

  29. Define Your Program • You will likely fall on your… • What are some pit falls you might encounter with out a clear definition of purpose?

  30. Define Your Program • How do you avoid these pit falls?

  31. Define Your Program • Your SIP should drive the direction of your coaching • What are the needs of your school/faculty? • What will be your role as a coach? • When will you coach teachers?

  32. Clock Partners • Discuss who, what, and when you might coach. • What might you want to accomplish with your coaching? • Practice explaining your coaching program.

  33. Communication Skills I love it when they ask you a question, you try and answer, they tell you to shut up! "Day and night, night and day, work my fingers to the bone, for what?" "I don't...” "Shut up!!! When I ask you a question, you keep your trap shut! Think I'm talking to hear myself talk? Answer me!!!“ - Bill Cosby

  34. Communication Skills • How do you know someone is really listening to you? • How does this affect you? • How do you know when they are distracted or thinking ahead?

  35. Communication Skills • Active Listening • Paraphrasing/Reflecting • Clarifying

  36. Communication Skills • Active Listening: • Attend fully to the speaker, lock out competing thoughts, lean forward, make eye contact, and pause before responding. • Attend to the conversation. • Strive to pause for 3-6 seconds after someone finishes speaking to allow the speaker to think and to model thoughtfulness.

  37. Communication Skills • Telling your own story: • Paraphrasing/Reflecting: • Restate what was said to indicate acceptance, encouragement, and understanding. • Avoid "I" because it signals that what the speaker is thinking no longer matters and that the paraphraser is going to insert his or her own ideas into the conversation. Avoid , “but”, it immediately signals disagreement

  38. Communication Skills • Be certain you understand all the details before offering input • Clarifying Questions: • Add clarity to the conversation. • Are factual questions. • Help the speaker to be more specific. • Do not require a lot of thought to answer. 

  39. Communication Skills • Can the speaker answer the question with a little help? • Probing Questions: • Push the speaker to think more deeply about a topic. • Are often prefaced by a paraphrase. • Are open ended and do not carry a solution (better if the questioner does not have the answer). • Are questions that help focus the speaker rather than satisfying coach's curiosity.   

  40. Clock Partners

  41. Conduct a planning meeting

  42. Conduct a Planning Meeting

  43. Conduct a Planning Meeting Blah, blah,blah. Blah • What does a bad meeting look like?

  44. Conduct a Planning Meeting What does a good meeting look like? Action Plan/ Celebration Challenge/ Success What was the result of our discussion? What is the plan going forward? Why are we meeting? Do we have an agenda? Grape Juice

  45. Conduct a Planning Meeting • What are the 4 C’s? • Context • Culture • Conditions • Competencies

  46. Conduct a Planning Meeting Context. means understanding global, state and community realities including knowing about the worlds from which students come and for which they must be prepared Culture is defined as the shared values, beliefs, assumptions, expectations, and behaviors related to students and learning, teachers and teaching, instructional leadership, and the quality of relationships within and beyond the school

  47. Conduct a Planning Meeting • Conditions are the external architecture surrounding student learning, the tangible arrangements of time, space, and resources. • Competencies are defined as the repertoire of skills and knowledge that influences student learning.

  48. Conduct a Planning Meeting Context Culture Conditions Competencies Goal

  49. Conduct a Planning Meeting ACTIONPLAN ProgressEvidence Whois Responsible Strategy Timeline

  50. Reflection/ Parking lot

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