enhancing instruction through coaching ourselves or others€¦ · enhancing instruction through...

Myriam Met

[email protected]

Enhancing Instruction

Through Coaching Ourselves or

Others

STARTALK FALL CONFERENCEOCTOBER, 2019

Outcomes for Today

I can identify characteristics of effective world language instruction

I can explain some of the research on changing instructional practices as it apples to my own work setting

I can describe some ways of coaching and providing feedback that are differentiated for my role and someone I work with

I can name some areas of growth that will help me carry out my work responsibilities

WHAT IS COACHING?

“Coaching is the art of facilitating another person’s learning, development, well –being, and performance. Coaching raises self-awareness and identifies choices. Through coaching, people are able to find their own solutions, develop their own skills, and change their own attitudes and behaviours…” (p.7)

Jenny Rogers. COACHING SKILLS.. Open University Press. 2016.

Types of “Coaches”

Mentor

Instructional leader

Peer coach

Cognitive Coach

Types of coaching may differ in terms of:

Who decides…what teachers need to know and do.

ALL PROVIDE FEEDBACK TO THE TEACHER

In StarTalk ProgramsWho is ‘coaching’

or supporting ‘whom’?

Teacher program instructor

Instructional Lead in a student program

Peer in either type of program

What’s your role? What do you think you do most successfully as you…

What would you like to do more successfully?

Who is ‘coaching’ or supporting ‘whom’?

Teacher program instructor

Instructional Lead in a student program

Peer in either type of program

What’s your role? What do you think you do most successfully as you…

What would you like to do more successfully?

The TOOLKIT:A TOOL FOR EVERY LEARNING/TEACHING

TASK

• I am knowledgeable and skilled, and want to be even better.

• I know what I want to do better but I’m yet as skilled as I’d like.

• I know a lot about teaching and I’m somewhat skilled but need guidance on which areas should I improve.

•• I’m a neither knowledgeable nor skilled, and

need lots of guidance.

GIVING FEEDBACK ON PERFORMANCE

Think about a role in which you have received feedback on your performance.

How did you feel about the information you received? Why?

• Describe don’t evaluate. Be evidence and data-driven

• Be clear • Be specific• Be detailed (evidence)

Grant Wiggins. Feedback for Learning . September 2012 | Volume 70 | Number 1 . Pages 10-16

… helpful feedback is goal-referenced; tangible and transparent; actionable; user-friendly (specific and personalized); timely; ongoing; and consistent.

Susan Burkhart. FEEDBACK THAT FITS.

“Good formative assessment gives students information they need to understand where they are in their learning (the cognitive factor) and develops students' feelings of control over their learning (the motivational factor).”

• Relate feedback to the goal

• Try for description, not judgment--”Some students will even hear judgment where you intend description.” (P.40)

• Be positive and specific

• Helps the teacher determine specifically what to do next time

• Is clear and accepted by the teacher.

SMALL STEP WITH BIG RESULTS

-Plan for your conference like you might for a lesson –Do you need to set a time limit?-How will the session end?“Based on the feedback we reviewed, what steps will you take?"

BEYOND FEEDBACK

** MAKING CHANGE

** COACHING

** KNOWING WHY AND

DOING WHAT

IMPROVING INSTRUCTION

Teachers are knowledge workers…Few people do more thinking on the job than a teacher standing in front of students…” (p.511)

Knowledge workers

value autonomy.

Jim Knight. 2009. “What Can We Do About Teacher Resistance?” in Phi Delta Kappan, V. 90, #7: 508-514

“

IMPROVING INSTRUCTION

“ … [comments on teaching are difficult] because so much of a person is woven into how he or she works.” (p.511)

If teachers perceive that their competence is not respected and validated, they are more likely to resist change.

Jim Knight. 2009. “What Can We Do About Teacher Resistance?”in Phi Delta Kappan, V. 90, #7: 508-514

Teaching is hard work and time consuming. Change may add to teacher workload.

“If the practices are powerful and easy, most teachers will implement them. If they aren’t …there is very little anyone can say to persuade teachers to change …” p.511


ChangePeople are more likely to adopt strategies that get more done with less effort.

Is there evidence that this will give better results?

Is there evidence that it will affect motivation (and results)?

Is there support for teachers?

TEACHING IN NEW WAYS

What do we know about coaching?

Most forms of coaching are time intensive

Coaching relationships are rarely very short term

Coaching relationships require high levels of trust and mutual respect.

Can we create contexts for successful coaching inStarTalk programs?

Plan

Teach

Collect evidence/

dataAnalylze

data

Reflect

Revise and plan

DIFFERENTIATION

[Use TELL Criteria for self-assessment].

Coach collects data as requested by teacher.

Teacher and coach collaboratively analyze

the data to determine next steps toward

meeting the teacher’s goal(s).

[Use TELL Criteria and ST Look-Fors for observing lesson.]

Coach observes to collect evidence of teacher practices and student learning.

Teacher and coach set 2-3 specific behaviors to focus on. They collaboratively plan the next lesson.

Coach observes and focuses on collecting evidence of teacher practices and student learning.

Debrief, plan and REPEAT AND REPEAT AND REPEAT!

Observation StrategiesScripting

Time, Activity, Comments

Note: what are students doing?

Collect data requested by teacher

Plan to share your notes (and let the teacher know in advance.)

9:35 T: “Open your books and take out your homework.”

[3 students have heads on desk. 4 students take out homework and are looking at teacher.]

9:37 T: “I see that not everyone has

their homework out yet.”

REHEARSAL

AND REPEATED PRACTICE

Coach and teacher (or peers) plan a lesson.

The lesson is rehearsed and the participants collect data on teacher practices.

The lesson is revised based on reflection.

Teachers repeat lesson delivery and continue to repeat the practice/revise/repeat cycle until the lesson is ready to be taught.

What is evidence?What is data?

1. The teacher ensures learners are engaged in the lesson.

2. The teacher speaks in the target language, using strategies that ensure that his/her language is understandable to students.

3. The teacher provides frequent opportunities for peer to peer oral interaction.

4. Students engage in unrehearsed communication.

THINKING LIKE A COACH

Modeling Instructional Decision-Making

Repertoire

Choosing wisely

from

to


Teaching as problem solving

Coaching Teachers

What’s the problem we are trying to solve?

What problem is the teacher is trying to solve?

What strategies do we have available to us to solve the problem?

Of these strategies, which ones do we think will work and why?

For each of the strategies we’ve considered, what Are the pros and cons of each?

Given what we know, which strategy will we try and why?. August 15, 2007, p.

32Wagner, Tony. “Leading for Change,”

in Education Week


My job as a coach is to …

COGNITIVE COACHING developed by Art Costa and Robert Garmston

✅Help scaffold and promote teacher reflection by asking questions that promote teacher reflection.

✅Help the teacher consider how the application of the new insights might apply to future situations.

Why do you think that happened?


When I’m a coach I …

Listen

Paraphrase

Ask questions

WHY and WHAT questions …

Why did you choose that activity?

Why did you decide to assign partners?

What were you thinking when you allowed the students more time to finish their quiz?

What did you do to make that happen?

Advice vs. Feedback

Advice implies the coach has greater expertise

Advice makes the coach responsible for the outcome

Advice diminishes the role (and independence ) of the teacher in decision-making

Advice invites the ‘yabbit’ syndrome and defensiveness (‘they…’)

Advice begins with a verb (Have you…? Should you …? Would it be good to …? ) and implies there is a right answer and a wrong one.

When to give advice …

When there is an immediate danger

When the teacher has specifically asked your advice and needs it almost immediately

When the advice includes information that the teacher needs for making instructional decisions

When the advice will not be seen as demeaning or unwanted

When you’re giving it because time is very limited

New Behaviors, New SkillsRetaining in the

lesson’s objectives and sequence of

events in mind

Accessing repertoire

and criteria for

instructional decisions

Classroom distractions

Student engagement

and motivation

Teachers are challenged when faced with on-the-

spot decision making. Real-time

processing capacity has to address:

WHY DO WE DO WHAT WE DO?

What did your language teachers do that you do too? Why do you do it?

What did your language teachers do

that you don’t do? Why don’t you do it?

What didn’t your language teachers do that YOU do? Why do

you do it?

Shape beliefs abouttheShape beliefs aboutthe

CULTURE AND PEDAGOGY

Define the characteristics of good teachers.

Describe the pedagogical practices of good teachers

Describe a ‘good’ student

Shape beliefs about the teacher’s responsibility

Shape beliefs about the students’ responsibility

Curriculum and lesson planning

Culture and Communication

Direct and indirect suggestions

Feedback as critique

Praise

Achieved and ascribed status

High/low context communication

I REFLECT ON MY

PERFORAMANCE AND …

Think about your role in STARTALK.

What are two ideas you heard in this session that critical for you to do or use?

Are there any ideas you heard that would be helpful for you to add to your toolkit?

Closure

1. What is one ‘big idea’ you will bring back to your StarTalk team?

2. What was one ‘aha’ moment for you?

3. What steps will you take to use what you learned?

RESOURCES

Susan Burkhart. Feedback That Fits. EDUCATIONAL LEADERSHIP December 2007/January 2008; Volume 65, Number 4. Pp.. 54-59

Art Costa and Robert Garmston. 2002. COGNITIVE COACHING: A FOUNDATION FOR RENAISSANCE SCHOOLS.2nd edition. Christopher-Gordan Publishers; 2nd edition (March 2002)


Jenny Rogers. 2016. COACHING SKILLS. Open University Press.

.Tony Wagner. “Leading for Change,” in Education Week. August 15, 2007, P. 32

Grant Wiggins. Feedback for Learning . EDUCATIONAL LEADERSHIP. September 2012 | Volume 70 | Number 1 . Pages 10-16

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