WELCOME
description
Transcript of WELCOME
WELCOMEHelping Principals Help Teachers:
Improving Instructional Leadership Through Coaching and Self Reflection
Overview
• One-year research study on outcomes from a principal coaching program based on theories of practice.
• Focus on improving instructional leadership
• Hear from one principal
• Discuss implications
Goals of the study
• Assist principals in their efforts to help a struggling teacher improve his or her teaching practice.
• Assist principals in becoming more self reflective about their own
instructional leadership
• Test coaching protocol for
effectiveness and wider use
Structure of the Study
• Four elementary school principals nominated by local co-op leadership
• Principals selected one teacher who needed to improve his or her teaching performance as focus of study
Structure of the Study, cont.
• Coach/researcher visited each principal three to five times face-to-face and by phone throughout the year.
• Sessions focused on developing the principal’s theory of practice
and reflecting on, monitoring
progress in assisting
targeted teacher.
The Principals
• Principal A: 9 yrs of exp, 1st year as principal
• Principal B: 27 yrs of exp, 13 as principal
• Principal C: 25 yrs of exp, 3 as principal
• Principal D: 17 yrs of exp,
1st full year as principal
• All female
Coaching
• Well-established practice in business world, but relatively new to education (Wise & Jacobo, 2010)
• Reeves (2009) offers criteria for successful coaching:– Focus on improving performance– Use of a learning and performance agenda– Feedback
Coaching is not…
• Mentoring
• Evaluation
• Consulting
The researchers/coaches• Three former principals
– Dr. Gary Houchens, WKU– Dr. Rebecca Stobaugh, WKU– Dr. Janet Hurt, Logan County Schools
• All trained in/familiar with theories of practice and coaching protocol
• Emphasis on the principal – not the teacher in question – and helping the principal become more self reflective
What is a theory of practice?
• A theory of practice is a kind of graphic organizer that maps out your “game plan” for how you will solve a professional problem of practice.
• Theories of practice are statements that explain not only how you plan to solve a problem, but also state all the assumptions you are making about the problem.
• SEE HANDOUTS.
Theories of Practice: Key Ideas• Assumptions play a key role in your decision-making
processes, and by laying them out in black and white and then reflecting on how your assumptions may be shaping the outcome of your actions, you can reflect more deeply on why your “game plan” is working – or why not – and make adjustments if needed.
• We all have theories of practice – dozens
(even hundreds) of them – but most of
the time we don’t ever think about
them or try to spell them out.
Another key idea
Sometimes what you initially think is your theory of practice isn’t the real theory of practice you use to make your decisions. This is why it’s helpful to have a coach or group of critical friends to help you develop and reflect on your theory.
Theory of Practice Structure
2. Additional general assumptions.
1. General assumption(s) about what good instructional looks like and the role of the principal in promoting good instruction.
1. Assumptions about this specific problem and how to best solve this type of problem.
2. More assumptions.
AND…AND…
1. Specific action strategies to address the problem based on assumptions.
2. Additional action strategies.
AND…
GENERAL ASSUMPTIONS ASSUMPTIONS SPECIFIC TO PROBLEM ACTION STRATEGIES
Teachers
• A: untenured, struggling with lack of rigor• B: tenured, good instructionally but students
are scared of her; difficulties with other staff• C: untenured, struggles with
classroom management• D: untenured, okay instructionally
but has difficulties getting along
with other staff
Teacher groupings
• “Personality” issues (B, D) vs. instruction/management issues (A, C).
• Tenured (B) vs. non-tenured (A, C, D)
Using the theories of practice
• Principals developed theories of practice (game plans) with action strategies closely aligned to their own assumptions about good instruction and their role as instructional leader.
• Principals facing “personality” issues were less confident about teacher’s capacity to improve
Teacher outcomes
• Principals A and B saw marked improvement in their performance. Teacher A (untenured) was renewed at the end of the year.
• Principals C and D concluded
teachers were not improving
performance, non-renewed
at end of year
Principal A
• Was fearful about emotional consequences of directly confronting teacher’s performance problems
• Challenged own assumptions – discovered positive relationship with staff enabled her to take risks
• Used theory of practice to expand her work with focus teacher to emphasize rigor school-wide
Principal B
• Focused on learning new strategies and using data to help teacher improve her relationship with students.
• Remains a growth area for teacher. Principal assumes it always
will because “personalities
don’t change.”
Principal C• Ongoing data review confirmed teacher
performance was not improving, non-renewed at end of year.
• Principal discovered she placed
a high value on teachers
being self-reflective about
their practice and being open
to feedback and support.
Principal D
• Struggled with directly confronting teacher over her performance issue.
• Ultimately concluded that teacher’s personality was not going to change and non-renewed at end of year.
• Revised theory of practice to include considerations about importance of teachers being team players.
Usefulness of the theory of practice framework• One principal (A) made significant revisions
in her core assumptions, even though her action strategies “worked”
• Other principals (B, C) also found their theories of practice “worked,” and reinforced their core assumptions
• All principals found value in using the theory of practice “game plan”
Principals found value in…
• The opportunity to put their assumptions and action strategies on paper, which fostered better self-reflection
• The chance to “think out loud” with another professional
• The regularity of contact,
which created a sense of
accountability
One Principal’s Insights
Principal A: Christie Biggerstaff
Gamaliel Elementary School
(Monroe County Schools)
Next Steps
• Larger scale study involving group cohort process
• Further refinements in coaching protocol
• Development of a training protocol to “coach the coaches.”
Implications for schools and districts• Confirms the value of (and need for)
coaching relationships in promoting more self-reflective instructional leadership in principals
• Reaffirms need for structure
and specific focus for
coaching activities
Implications for schools and districts, continued• Fee-for-service programs abound, but
districts could consider coaching partnerships with other districts, universities, and co-ops.
• Criteria should include:– Trained coaches– Emphasis on genuine
coaching (not mentoring or consulting)
Implications for schools and districts, continued• Criteria for coaching programs,
continued (Reeves, 2009):– Focus on improving performance
(emphasize specific practice problem)– Use of a learning or performance
agenda (an action plan, like a theory of practice)
– Regular contact, trust, and
feedback
Contact Me
Dr. Gary Houchens, Associate Professor, Dept. of Educational Administration, Leadership, & Research
Western Kentucky UniversityEmail: [email protected]
Blog: www.schoolleader.typepad.com
ReferencesArgyris, C., & Schon, D. (1974). Theory in practice: Increasing professional
effectiveness. San Francisco: Jossey-Bass.
Houchens, G. W., & Keedy, J. L. (2009). Theories of practice: Understanding the practice of educational leadership. Journal of Thought, 44 (3), 49-61.
Reeves, D. (2009). Leading change in your school: How to conquer myths, build commitment, and get results. Alexandria, VA: ASCD.
Wise, D., & Jacobo, A. (2010). Towards a framework for
leadership coaching. School Leadership and
Management, 30, 159-169.