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L ESSONS L EARNED FROM E XPERIENCED S PECIALIST T EACHERS : C OACHING M ODEL U SE TO I MPROVE P...
Transcript of L ESSONS L EARNED FROM E XPERIENCED S PECIALIST T EACHERS : C OACHING M ODEL U SE TO I MPROVE P...
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LESSONS LEARNED FROM EXPERIENCED
SPECIALIST TEACHERS:
COACHING MODEL USE TO IMPROVE
PEDAGOGY
Patricia H. Marino, PhD, NBCT
www.pathmarkinnovations.com
Copyright October 2010
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Three-Story IntellectP
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There are one-story in te l lects Two-story in te l lects and three-story in te l lects wi th sky l ights . A l l fact co l lectors who have no a im beyond the i r facts are one-story people . Two-story people compare , reason, genera l i ze , us ing the labor of fact co l lectors as the i r own.
Three-story people idea l i ze , imagine , predic t—
the i r best i l luminat ion comes f rom above through the sky l ight .
—Ol iver Wendel l Holmes
THREE-STORY INTELLECT
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CORE CONSTRUCTD e f i n i t i o n s
C o n t e x t s
A s s u m p t i o n s
P r o b l e m s & B e n e f i t s
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Coaching is pragmatic approaches used to help people acquire, manage, and improve their skills or skill sets.
Coaching is also the method used to develop individuals and help enhance their performance.
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Coaching creates the opportunity for individuals to enter into
an ongoing dialogue & relationship to improve skills,
techniques, and behaviors that lead to professional
and personal success.
(America’s Choice Coaching Handbook, 2007; Barkley,
2005; Hart, 2003; Trevitt, 2001).
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A way to support growth & move
teachers toward us ing new instruct ional strategies .
The prac t ice o f empathy regarding an individual teacher ’s s i tua t ion , l ead ing tha t teacher in tu rn to d iscover a l te rna t i ve pe rspec t i ves and possibi l i t ies for change.
A method for improving instruct ion &
teach ing s t ra teg ies , exper iment ing w/ new approaches & techniques , prob lem so lv ing , and co l leg ia l re la t ionsh ips .
Gallacher, 1995; Greene, 2004; Jackson, 2005; Trevitt; 2001
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ASSUMPTIONS
Relationship
Performance &
achievement
BeneficiariesCurriculum &
classroom management
Knowledge and skill
Hart, 2003; Hawk & Hill, 2003; Poglinco & Bach, 2003
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VALUESo Building the coaching relationship
as foundational
o Trust as the heart of the coaching relationship
o Coaching to influence people’s
behavior w/out use of power or
manipulation.
Hart, 2003
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Challenge Areas
Coach isolation
Principal cooperatio
n
Coach availability
Hawk & Hill, 2003; Poglinco & Bach, 2004
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ISSUESIMMEDIATE
Group meetings
Coach overwhelm
Administrator mistrust
EMERGING
Task complexity
Tested principles
Task-to-model fit
Teachers’ workday
ST qualifications
Gallacher, 1995; Hart, 2003; Little, 1995
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BARRIERS
Agenda divergenc
eTeacher
resistance
Gallacher, 1995; Hart, 2003
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CM VARIATIONS
Peer
Technical
Collegial In-class
Coach /mentor
Mentor Challenge
Curricular
Principles-based
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CM BENEFITS
1. Interaction and motivation
2. Individual needs
3. Isolation reduction
4. Psychosocial support
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MORE BENEFITS5. Limited evaluation
6. Support & encouragement
7. Fine tune & feedback
8. Teacher reflection
Griffin et al., 2001; Hart, 2003
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STUDY OVERVIEW
FOCUS
TARGET
MAIN IDEA
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QUALITATIVE INQUIRY
Explores the experience of specialist teachers (STs)
Specific to the individual role of STs within the coaching model.
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REASONS FOR IN-DEPTH STUDY
a) Rochester’s struggle to meet federal and state student achievement benchmarks
b) Practitioner frustrations from site-level resistance or CM use
c) Shifting role expectations for those trained in CM use.
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STUDY FOCUS:
Coaching model use by
Specialist “lead” Teachers in an
upstate New York district.
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TARGETContrasts among perceptions, understandings,
& assumptions of English Language Arts Specialists.
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MAIN IDEA
Maximum teacher professional development
requires on-going critical understanding of coaching progress.
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PART 4 The Question:
How can the assumptions of
experienced ELA Specialist
be used to facilitate
improved teaching practice in
a district with such high needs as Rochester?
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SUB-QUESTIONSHow do RCSD specialist
teachers (STs) regard the effectiveness of coaching?
How do they describe the development of their coaching expertise?
How do STs coaches describe the influence of school culture on their relationships with peers?
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TSUB-QUESTIONS CONT’D
What coaching insights can be gained from understanding the experiences of STs?
What impacts do the assumptions of STs have on their coaching practice?
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TRI-LEVEL REVIEW STRUCTURE
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RESEARCH
We all carry with us certain sets of recognized and unrecognized assumptions.
Strauss & Corbin, 1998
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R E S E A R C H
Even small modifications to the Big Assumptions can have considerable impact on a person’s behavior and performance.
Wagner & Kegan, 20120
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R E S E A R C H
“We cannot question our thoughts
if the relationships we draw
remain invisible.
Worse, we cannot question
what is handed to us by others
if we allow the relationships they draw
to remain invisible.” Cabrera & Colosi, 2009, p. 55
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R E S E A R C H
When relationships aren’t stated explicitly, it often behooves us to bring them to light and name them.
Cabrera & Colosi, 2009
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C M R O O T S I N P O S I T I V E P S Y C H O L O G Y
” A strengths approach, then, is not
just a catchy idea or a feel good strategy.
These are solid numbers
and specific evidence suggesting that
it is an approach to work and
an approach to life that works.”
Biswas-Diener, 2010, p. 32
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RCSD FINAL REPORT 2006
RCSD’s primary professional development delivery source, the Instructional Support Specialists, is an evidence-based district strategy for improving the quality of instruction.
Learning Point Associates, 2006
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RCSD FINAL REPORT
Long-held assumptions and stereotypes may need to be challenged attitudes and beliefs regarding learners with unique needs, their families, and their communities may need to change.
Learning Point Associates, 2006
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ANALYSISPrimary
Categories
Principal Concepts
Understandingvs
Assumption
Process
Central Category
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PRIMARY CATEGORIESEffectiveness Expertise Student
learningCulture Experience
Collaboration Training/Support
Levels School Strength/Weakness
Role preference
Leadership Strategies Coaching Best/Worst
Role demands
NCLB Benefit
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TSTUDY-WIDE CONCEPTS
Skills Role Expectation Students Challenge
Reflection Responsibility Training At-risk Culture
Support Teacher need Balance Teacher impact
Reluctance
Relationship Commitment Qualification Administration
Outcome
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Understanding versus Assumption
To answer the research questions!
CAN ELA SPECIALISTS BE USED MORE EFFECTIVELY?
HOW CAN THEIR ASSUMPTIONS CONTRIBUTE TO MORE EFECTIVE USE?
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TUNDERSTANDING AREAS
Challenge 9 5th
Culture 7 7th
Students 11 3rd
Relationship 11 3rd
Efficacy 11 3rd
Skill 13 1st
Training 8 6th
Teacher 12 2nd
Administration 10 4th
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ASSUMPTION AREAS
Students 7 3rdRole 7 3rdTeacher 9 2ndSkills 16 1stRelationship 5 4thSupport 7 3rd
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IMPLICATIONS: UNDERSTANDING AND
ASSUMPTION
RANKING UNDERSTANDING
ASSUMPTION
1st Skills Skills
2nd Teacher Teacher
3rd Students Efficacy
Relationship
Students Role
Support
4th Administration Relationship
5th Challenge
6th Training
7th Culture
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“PERSONALIZED” COACHING
Identification Involvement Core Identity Significance
High demand for support in at-risk
classrooms
Adjustment time needed w/ colleagues
Execution of multiple roles
Navigation with relational savvy
Overcoming the trust challenge
Flexibly to support content
teams
SS & Math literacy strategies
Ability to sync mentoring and
coaching
With a teacher, looking at
assessments and identifying skills
Showing classroom
teachers it’s doable
Creating opportunities for
coaches
National curriculum trainer
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TCM PROCESS MATRIX
Levels Building Cadre Director
Individual C - fear of ST coming into classroom C - The building was falling apart with new
principal. C - Coaching expectations really stretch STs,
A - modeling cross content literacy A - Advocated for change to prevent chaos.
A - Brand new at this coaching thing, how much really can you take in.
O - lead to classroom opening & welcome
O - Lost principal’s trust. O - Depending on where coaches are, that’s how effective training has been.
School C - No more a specialist, but still find myself coaching.
C - Springboard implementation seen as an answer to district concerns
A - Student learning must drive everything.
A - Specialists learn and coach the design effectively.
O - You become better at dealing with people & helping them improve.
O - Taking teachers to where they were trained
District C - District shift to principal option
A - May choose an alternative instructional reform strategy
O - Example - co-teaching
State-National
C—NCLB D.I.C.A. Status
A—Curriculum Audit
O—Final Report - 2006
Note: C—Condition; A—Action-Interaction; O—Outcome
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GROUNDED THEORY1. Experienced ST assumptions
provide insight into things like alignment with best practice and district policy.
2. ST assumptions are critical because they reflect what Specialists value and why they operate as they do.
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GROUNDED THEORY
3. With an established culture of monthly support already in place, STs can engage in strategic identification and MONITORING OF THEIR PROFESSIONAL ASSUMPTIONS on an on-going basis.
4. Losing track of underlying assumptions traps schools in a bias cul-de-sac that hinders their ability to see what is really going on.
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GROUNDED THEORY
5. Sustained reflection at this depth could lead to skill development that is successful due in part to being more and more targeted and strategic.
6. STs (and their schools & districts) could benefit from training on how to identify and monitor their assumptions.
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GROUNDED THEORY
7. Making professional assumptions explicit can result in greater creativity and innovation, and in addition, to improved problem solving skills in serving teachers and students.
8. The end result in time--aligned assumptions that yield much sought improvement in classroom teaching practices, even for the most at-risk.
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Key findings
Recommendations
Future research46
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KEY FINDINGS: #1More critical understanding
of CM application and related assumptions
may improve, if not maximize, instructional coaches as
professional development resources.
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KEY FINDINGS: #2School culture conditions
help to gauge school progress
in using reform strategies
such as coaching.
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KEY FINDINGS: #3ST understandings
and assumptions
may provide trustworthy means of monitoring
how different school cultures view coaching.
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TRECOMMENDATIONS:
#1
Improve how
schools use coaches
as on-site resources
of professional development.
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RECOMMENDATIONS: #2
Prepare principals to be attuned to
the big picture of
CM potential
for improving teaching.
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TRECOMMENDATIONS:
#3
Continue to improve
coach capacities
to navigate the developing
cultural contexts
in which they work.
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RECOMMENDATIONS: #4
Incorporate the paradigm of CM use, distinctions & praxis potential during pre-service training.
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FUTURE RESEARCHa) The common practice of lead teachers
serving as coaches and mentors simultaneously is one area recommended for future research.
b) Another area with potential for future research is to explore why some schools that could do not include literacy and numeracy coaches as key reform initiatives. Are results comparable?
c) With an eye toward assumption, a similar study with a larger participant sample.