Post on 29-Dec-2015
WHO ARE WE? WHAT DO WE DO?
Coaches? Teachers? LMSs? Administrators?
A Changing Landscape
• Politics, Education and Professional Development
WI Peer Coaching Collaborative Mary Lou Ley mley@charter.net
• What professional learning will help teachers adapt and adopt innovative learning activities?
• What professional development changes teacher practice in lasting and measurable ways
WI Peer Coaching Collaborative Mary Lou Ley mley@charter.net
WI Peer Coaching Collaborative Mary Lou Ley mley@charter.net
Relationship between Training and Impact on Teacher Practice
(Joyce & Showers, 1994; Showers, Murphy & Joyce, 1996).
Research Findings On the job, job-embedded training Long-term, ongoing Focused on classroom activities Highly collaborative environment Structured to offer chances to learn from others from work of the National Staff Development Council (NSDC) (Sparks 2002), Michael Fullan
(2001), North Central Regional Laboratory (NCREL) (Sparks & Loucks-Horsley, 1989), and the Association for Supervision and Curriculum Development (ASCD) (2003, July).
WI Peer Coaching Collaborative Mary Lou Ley mley@charter.net
Research: Collaboration
Top performing school systems understand that to improve instruction you need to use the following interventions:
• Coach classroom practice• Move teacher training to the classroom• Develop stronger school leaders• Enable teachers to learn from one another
» Barber & Mourshed 2007
WI Peer Coaching Collaborative Mary Lou Ley mley@charter.net
The context of the classroom
• Collaboration• No more workshops after school out of the
classroom context• Taking teachers out of the context of their
classroom can only inform instruction. It does not change practice.
• Must occur in context of their teaching relevant to the student needs in their classroom
WI Peer Coaching Collaborative Mary Lou Ley mley@charter.net
Focus on Systemic ReformMichael Fullon
“Six Secrets of Change”Secret #2: Connecting Peers with Purpose
• 1st time research shows when teachers collaborate on a regular basis student achievement goes up.
• What is important here is not just the peer interaction. It’s what peers are interacting about.
• What they should be interacting about is two things.– First, they should be interacting on the data
and how well students are doing – And second, they should be interacting around
the instructional practices that get results.
The most effective PD was:1. Technology-rich,2. Delivered through a coaching model, and3. Enhanced by the power of community and social
learning.
ISTE surveyed PD models that integrate context,
collaboration, and technologyIn analyzing successful programs three essential concepts emerged.
Never Was About Technology Langwitches Blog
• “poor teaching + technology = expensive poor teaching” Connor Bolton
What is the impact on learning?
WI Peer Coaching Collaborative Mary Lou Ley mley@charter.net
Collaboration is Essential
• Coaching and Communication Skills• Developing skill in asking questions• Building relationships and trust• A new skill set for most coaches
• , p.2
WI Peer Coaching Collaborative Mary Lou Ley mley@charter.net
Research on Teacher Conversations:
• Indentifies two patterns of conversation: Supportive practices and Developmental practices
• Supportive practices include teachers offering advice, suggesting approaches to tasks or concerns, and generally helping with daily classroom work. These occur informally and affect only one or a few teachers
• Developmental practices, on the other hand, are interactions that spur improvements in overall instruction and change classroom practices. These require collective and structured efforts.
WI Peer Coaching Collaborative Mary Lou Ley mley@charter.net
2006 study by W. David Stevens at the Consortium on Chicago School Research at the University of Chicago
Richard du Four
The Importance of Community• “To create a professional learning
community, focus on learning rather than teaching, work collaboratively, and hold yourself accountable for results.”
Collaboration Communication Skills Challenges:
• Teachers have limited experience engaging in professional dialogue about their teaching and student learning
• Conversations tend to be more “show and tell” or offering help and easily tangential
• Research suggests these kinds of conversations do not improve practice
WI Peer Coaching Collaborative Mary Lou Ley mley@charter.net
1. When the larger values of the organization and those of individuals
and groups mesh. Purpose/ Focus2. When information and knowledge about effective practices are widely
and openly shared. Criteria for Quality
3. When monitoring mechanisms are in place to detect and address ineffective actions, while also reinforcing and consolidating
effective practices.
Reflection/Feedback
Purposeful peer interaction works effectively under three conditions
Importance of Reflection
WI Peer Coaching Collaborative Mary Lou Ley mley@charter.net
The Quality of our Coaching =The Quality of our Conversations
Communication & Collaboration Skills
Structured Collaborative Conversations Coaches need to assist teachers in looking for evidence of:
• Intended – what students should learn• Enacted- what teachers teach• Assessed –what is assessed• Learned –what students learn
Focus: What is the impact on student learning?WI Peer Coaching Collaborative Mary Lou Ley mley@charter.net
WI Peer Coaching Collaborative Mary Lou Ley mley@charter.net Mary Lou Ley mley@charter.net
Focus on quality indicators that most lessons need improvement:
• Task: Setting, Audience, Product; Opportunities for collaboration. Use questions to clarify the task (REAL Problem, Purpose, Product, Audience)
• Standards: (21st Century, AASL, and Academic you intend to assess) only 2or 3
• Student Steps and Teacher Notes: Cohesive - Detailed, clarifies the product, adds scaffolding tools where needed.
• Assessment: How will you assess the standards you listed? Rubric? Checklist? Test? How will you assess product and process? Formative Feedback (that helps move student to the next step)
• Technology: Adds value to the teaching and learning; Reason for using technology (i.e Communication? Collaboration? Co- Create? Contribute?)
• Resources: Curricular, Web site, information, electronic and non electronic; how to cite.
Becoming a good coach takes time and opportunities to reflect with other coaches.
Year 1 Coaches:
• Focus on being “Nice” to build trust and acceptance
• Helpful• Focus on Technology Tools• Tend to coach more
“informally” • No structured time or
process• Focus on themselves
1st year Coaches
WI Peer Coaching Collaborative Mary Lou Ley mley@charter.net
Year 2 Coaches
• Focus more on learning outcomes
• Find technology to align with learning
• Coach using more protocol structured conversations
• Ask more probing questions
• Meet on a regular basis
WI Peer Coaching Collaborative Mary Lou Ley mley@charter.net
The focus is on collaborating teacher and student learning
WI Peer Coaching Collaborative Mary Lou Ley mley@charter.net
Reflections on Coaching
• Year 2 coach• “How my coaching has
changed over time”• http://www.youtube.co
m/watch?v=n9Peu_F0LxI&feature=youtu.be
• Year 2 LMS coach• http://www.youtube.co
m/watch?v=KJD7qjGZxss
WI Peer Coaching Collaborative Mary Lou Ley mley@charter.net
Professional growth occurs when we engage in conversations around evidence of quality in
teaching and learning.
• Anchored in common definitions of quality indicators
• Focus on the collaborating teacher’s work. Factual evidence of how they are currently teaching and integrating technology
• Asking questions around the intended and enacted curriculum, assessment of student performance, and impact on learning.
• Ask probing questions that allow the teacher to think more deeply about their work
Two Case Studies:Reflection on Coaching
Table of Elements Edgar Allen Poe• Use Glogster• Level of Thinking?• Impact on Student
Learning? During Learning?• What improved?
• PowerPoint• Level of Thinking?• Impact on Student
Thinking? During Learning?• What improved?
WI Peer Coaching Collaborative Mary Lou Ley mley@charter.net
I’m a coach who coached another first grade teacher this year.I think a successful coaching program consists of:1. expectations/goals that are clearly defined, but leave room for
flexibility, i.e. giving the “what” but not the “how2. sharing of tools, methods, lessons learned and success stories
amongst peers3. a product or two that can be used again, or improved upon for the
following year4. a “maintained” website for collaboration, tool sharing, etc.5. feedback from knowledgeable folks, i.e., Mary Lou, Andy, etc.6. emphasis on tools we already have that can be used creatively, i.e.
publisher, ppt, etc.7. time with the mentee that is built into the district/school, schedule8. opportunities to see what other successful coaching programs
are/do9. opportunities to attend workshops, etc.These were all present in our coaching program this year.
A Peer Coaches Reflection on Successful Coaching this Year:
Nate from Superior
Tools and Resources
Effective Integration Effective Coaching• Lesson Improvement Templ
ates• Learning Activity Checklists• Lesson Improvement Comp
arison Chart• Technology tools and
resources• Coaches Handbook
• Coaching Protocols• Collaboration Logs• Coaching Guides • Wows and Wonders Protocols• Coaching self- reflection
rubrics• 5 Lesson Improvement Questi
ons• Learning Activity Checklist• Coaching Skills Cue Card• Lesson Comparison Chart
WI Peer Coaching Collaborative Mary Lou Ley mley@charter.net
Impact of Coaching
Impact on Lesson Quality
WI Peer Coaching Collaborative Mary
Lou Ley mley@charter.net
Program Results 71% of participants felt the coaching program made a significant level
of impact on changing instructional practice • Understanding of how technology can be used to improve academic
curricula• Expertise in using technology to promote critical thinking and problem-
solving skills among students• Ability to integrate technology in ways that engage students in learning • Awareness of web based resources
Lessons demonstrated a significant increase in the cognitive level of the tasks students were asked to perform, real world connections, and an increase in use of technology.
WI Peer Coaching Collaborative Mary Lou Ley mley@charter.net
Change in Lesson Quality Level 1 low Level 2 Minimal Level 3 High Quality
0%
10%
20%
30%
40%
50%
60%
70%
80%
Baseline Post
Comparison of change in levels of lesson quality
baseline to post
WI Peer Coaching Collaborative Mary Lou Ley mley@charter.net
WI Peer Coaching Collaborative Mary Lou Ley mley@charter.net Mary Lou Ley mley@charter.net
Improvement in Quality of Lessons
Cogni
tive
Challe
nge
Inqu
iry C
olla
bora
tion
Con
tent
Rea
l Wor
ld C
onne
ctio
n
Lev
el o
f Tec
hnol
ogy Use
Overa
ll Bas
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e to
Pos
t0
0.5
1
1.5
2
2.5
3
Baseline Post
Average Level of Quality In-dicators
(1-low,3-high) in Lessons
Capture Growth
What would be evidence that change is happening in your program?
WI Peer Coaching Collaborative Mary Lou Ley mley@charter.net