Published on July 24, 2014
COMBINING PLCs WITH INSTRUCTIONAL AND PEER COACHING : COMBINING PLCs WITH INSTRUCTIONAL AND PEER COACHING Steve Barkley Professional Learning Community: Professional Learning Community Teaching is a Team Sport Teaching is a Public Act PowerPoint Presentation: School Change Source: Model developed by Stephen Barkley 4 Change in Leadership Behavior Change in PLC and Peer Coaching Change in Teaching Behavior Change in Student Behavior Student Achievement PowerPoint Presentation: 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. Big Idea A Focus on Results: Big Idea A Focus on Results Professional Learning Communities judge their effectiveness on a basis of results. Working together to improve student achievement becomes the routine work of everyone in the school. Every teacher-team participates in an ongoing process of identifying the current level of student achievement, establishing a goal to improve the current level, working together to achieve that goal, and providing periodic evidence of progress. ( DuFour ) Defining Student Achievement: Defining Student Achievement End of P rogram Standards ____ 4 Advanced ____ 3 Proficient ____ 2 Basic ____ 1 Intensive Initial Program Assessment: Initial Program Assessment Pre Program Standards Assessment 6 4 Advanced 30 3 Proficient 10 2 Basic 2 1 Intensive End of Program Standards ____ 4 Advanced ____ 3 Proficient ____ 2 Basic ____ 1 Intensive Initial Program Assessment: Initial Program Assessment Pre Program Standards Assessment 6 4 Advanced 30 3 Proficient 10 2 Basic 2 1 Intensive End of Program Standards 15 4 Advanced 30 3 Proficient 3 2 Basic 0 1 Intensive Initial Program Assessment: Initial Program Assessment Pre Program Standards Assessment ____Goal Focused Learners ____Compliant Participants ____Inattentive in Class ____Poor Attendance End of Program Standards ____Goal Focused Learners ____Compliant Participants ____Inattentive in Class ____Poor Attendance What Assessments Along the Way?: What Assessments Along the Way? October February April Big Idea Ensuring That Students Learn : Big Idea Ensuring That Students Learn The professional learning community model flows from the assumption that the core mission of formal education is not simply to ensure that students are taught but to ensure that they learn. This simple shift– from a focus on teaching to a focus on learning– has profound implications for schools. ( DuFour ) PowerPoint Presentation: Teaching (Can be) • Neat • Orderly • Sequential • Managed • Documented PowerPoint Presentation: Learning (Often is) • Messy • Spontaneous • Irregular • Non Linear • Complex PowerPoint Presentation: Teaching (Can be) • Neat • Orderly • Sequential • Managed • Documented Learning (Often is) • Messy • Spontaneous • Irregular • Non Linear • Complex Student Behaviors: Student Behaviors What student behaviors need to be initiated or increased to gain the desired student achievement? PowerPoint Presentation: Student Behaviors Reading as choice Writing Finding problem to solve Researching Asking Questions Following a Passion Persevering/Effort Working independently and collaboratively Taking risk in learning Using technology to research and produce Adapting to change PowerPoint Presentation: Teacher Behaviors What teacher behaviors are most likely to generate the desired student behaviors? Teacher Behaviors: Teacher Behaviors Teach the desired student behavior. Model the desired student behavior. Big Idea A Culture of Collaboration: Big Idea A Culture of Collaboration Educators who are building a professional learning community recognize that they must work together to achieve their collective purpose of learning for all. Therefore, they create structures to promote a collaborative culture. ( DuFour ) PowerPoint Presentation: My Work My Time Design together Implement individually Shared responsibility for student achievement Helping each other Modify Individual Behavior, Consensus on implementation Individual Franchise Team Vulnerability Trust Vulnerability ACTION Trust Select a desired student outcome for achievement ____________________: Select a desired student outcome for achievement ____________________ What student behaviors are critical for students to reach this outcome? What teacher behaviors are most likely to create these desired student behaviors? PowerPoint Presentation: Analysis Identify classrooms in your school that are closest to full implementation of your vision for learning. Describe in detail the observable student behaviors. Describe in detail the observable teacher behaviors. PowerPoint Presentation: 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. PowerPoint Presentation: 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 Full Implementation Most Change Needed PowerPoint Presentation: Evaluation/Appraisal Select one skill set that you believe is most important. __________________ Rank teachers according to this system: Unwilling Unaware Getting Ready Started Developing PowerPoint Presentation: Unconsciously Talented Unconsciously Unskilled Consciously Unskilled Consciously Skilled Unconsciously Skilled Gordon’s (1974) Skill Development Ladder Gordon’s Skill Development Ladder The Art of Teaching Instructional Coaching: Instructional Coaching EVALUATION Outside Criteria MENTORING PEER COACHING Teacher’s Choice SUPERVISION Coaching Options: Coaching Options Technical Coaching Challenge Coaching Collegial Coaching Cognitive Coaching PowerPoint Presentation: Pre-observation Conference Observation Post-observation Conference PowerPoint Presentation: Barth: By collegiality I mean four things One, teachers talking with one another about the work they do -- talking in faculty meetings, in hallways, in classrooms, at the dinner table about practice. Second, sharing that craft knowledge, shouting it from the mountaintop, and honoring it when someone else is sharing it. PowerPoint Presentation: Third, making our practice mutually visible. That is, you come into my classroom and watch me teach seventh-grade biology and I come into your classroom and watch you teach ninth-grade geometry, and, afterward, we talk about what we are doing and why, and what we can learn from each other. Above all, collegiality means rooting for the success of one another. If every adult in the school is rooting for you, when the alarm clock rings at six a.m., you jump out of bed to go to that school.