Maximizing Capacity-Using Evidence to Collectively...
Transcript of Maximizing Capacity-Using Evidence to Collectively...
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Maximizing Capacity-Using
Evidence to Collectively
Personalize Student Learning
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A Coach Helps School Staff
Members Improve…
• Competency
• Confidence
• Commitment
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Reflection
How does a
coach build the
instructional
capacity of
individual
teachers, teams,
and schools?
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• Promoting data driven decision-making
• Asking the right questions
• Facilitating critical reflection, dialogue, and discussion
Maximizing Capacity
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“If schools are not getting the results they want, they need to consider their processes, or how they are getting their results. If they want different results, they must change the processes that create the results.”
Bernhardt, 2004
Data-Driven Decision Making
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Considering the Meaning of Data
“The term data does not mean just test
scores; it encompasses all the talk and work
of teachers and students. Data may come
from homework assignments, writing
samples, portfolios, exit slips, journals, or any
information that provides the opportunity to
discuss student work in the context of the
lesson and instruction.”
Nidus and Sadder, 2011
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• Clarifying Questions gather additional information.
• Eliciting Questions extend thinking.
• Leading Questions encourage reflection.
Effective Questioning
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“A committed listener helps people think
more clearly, work through unresolved
issues, and discover the solutions they
have inside them. This often involves
listening beyond what people are saying to
the deeply held beliefs and assumptions
that are shaping their actions.”Hargrove, 1999
Facilitating Critical Reflection, Dialogue, and Discussion
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Pace and Lead
1. Acknowledge the individual’s or group’s current state of mind.
2. Treat the state or experience as valid.
3. Match the state.
4. Gently lead the individual or group to the new, desired state.
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• “You seem to be feeling anxious.”
• “I’m sensing that you feel frustrated."
• “I get the sense that you are
overloaded.”
• “It seems to me that you’re feeling
confused.”
Acknowledging the Current
State of Mind
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• “This is not surprising.”
• “You have every right to feel this way.“
• “This is a very normal feeling.”
• “Many others are feeling this same way.”
Treating the State of Mind or
Experience as Valid
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• “I’ve felt exactly the same way myself.”
• “I’ve been there myself.”
• “I’m having the same reaction.”
• “I can empathize with you.”
Matching the State of Mind
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• “I believe that when some of your questions
are answered, you’ll feel more comfortable
with this.”
• “Let me tell you how I dealt with a similar
situation.”
• “Here are some strategies I’ve used to deal
with this problem.”
• “Tell me what’s bothering you. Perhaps I can
clarify some points of concern.”
Gently Leading to a New
State of Mind
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Pace and Lead
From To
Uninterested Some interest
Resentful Less annoyed
Stressed Some comfort
Overwhelmed Seeing some
possibilities
Powerless Some potential
Confused Some clarity
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Pace and Lead
• Acknowledge the current state of mind.
• Treat the state of mind or experience as valid.
• Match the state of mind.
• Gently lead to a new state of mind.
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Coaching Cycle
Pre-observation Conference:
Establish Focus
Classroom Observation:
Observe or Model Lesson
Post-observation Conference:
Debrief Lesson
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Giving Feedback
• Descriptive
• Specific
• Well-timed
• Clearly communicated
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Using Praise
• Contingent
• Specific
• Sincere
• Varied
• Credible
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ReferencesBernhardt, V.L. (2004). Data analysis for continuous school
improvement. Larchmont, NY: Eye on Education, Inc.
Blanchard, K. (2007). Leading at a higher level: Blanchard on
leadership and creating high performing organizations.
Upper Saddle River, NJ: Prentice Hall.
Block, P. (2000). Flawless consulting: A guide for getting your
expertise used. San Francisco: Jossey-Bass/Pfeiffer.
Carroll, T. (2009). The next generation of learning teams. Phi
Delta Kappan, 91(2), 8-13.
DuFour, R., DuFour, R., Eaker, R., and Many, T. (2010). Learning
by doing: A handbook for professional learning
communities at work. Bloomington, IN: Solution Tree.
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References (continued)DuFour, R., & Eaker, R.(1998). Professional learning communities
at work: Best Practices for Enhancing Student
Achievement. Bloomington, IN: Solution Tree.
Elmore, R. (2003).School reform from the inside out; Policy,
practice, and performance. Boston: Harvard Education
Press.
Fullan, M. (2001). Leading in a culture of change. San Francisco,
CA: Jossey Bass.
Hargrove, R. (1999). Masterful coaching: Extraordinary results by
impacting people and the way they think and work
together. San Francisco: Jossey-Bass/Pfeiffer.
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References (continued)
Harvard University. (2003). The CLG concept of the change
coach. Unpublished paper.
Kaser, J.,Mundry, S., Stiles, K., & Loucks-Horsley, S. (2002),
Leading every day. Thousand Oaks, CA: Corwin Press.
Knight, Kim. (2011). What good coaches do. Educational
Leadership, 69(2), 18-22.
Lencioni, P. (2005). Overcoming the five dysfunctions of a team:
A field guide for leaders, managers, and facilitators. San
Francisco: Josey-Bass.
Nidus, G., and Sadder, M. (2011). The principal as formative
coach. Educational Leadership, 69(2), 30-35.
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References (continued)
Schmoker, M., (1999). Results: The key to continuous school
improvement (2nd ed). Alexandria, Va: Association for
Supervision and Curriculum Development.
Senge, P. M., Kleiner, A., Roberts, C., Ross, R., Roth, G., & Smith,
B. (1999). The dance of change: The challenges to
sustaining momentum in learning organizations. New
York: Doubleday.
Speck, M. (1996, Spring). Best practice in professional
development for sustained educational change. ERS
Spectrum, 33-41.
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