MNPS Peer Coaching Facilitator Academy

http://mnpspcfa.wikispaces.com

Sweet Reflections

Sweet Reflections

Describe a professional or social setting in which you feel most confident.

Sweet Reflections

Share details about your culture or family that make you prideful.

Sweet Reflections

What are the conditions of a perfect vacation ?

Sweet Reflections

Tell a colleague about a skill you possess with a great deal of competency.

Sweet Reflections

How can you implement Sweet Reflections with the content areas you teach.

Morning Agenda

Parking Lot

Norms

Effective Professional Development

Why Coaching?

Coaching Roles & Responsibilities

PARKING LOT

Post your

comments,

questions, and

suggestions

about coaching.

Setting Group Norms

Let’s establish NORMS for how we will work

together.

How is Effective Professional

Learning Like/Not Like a

Space Expedition?

School-Based Professional Learning Standards

Reflective Dialogue

Deprivatization of Practice

Collaboration

Collective Focus on Student Learning

Shared Norms and Values

Structured Methodology

Connected to Other Aspects of School Change

Culture of Learning Video

WHY COACHING

Think Back…..

What made the experience so

effective?

Characteristics of Effective PD

On the job, job-embedded training Long-term, ongoing Focused on classroom activities Highly collaborative environment Structured to offer chances to learn from

others

Typical Professional Development

Type of Training and Impact

Type of Training

Knowledge Mastery

Skill Acquisition

Classroom Application

Theory 85% 15% 5-10%

Practice 85% 80% 10-15%

Type of Training and Impact

Type of Training

Knowledge Mastery

Skill Acquisition

Classroom Application

Theory 85% 15% 5-10%

Practice 85% 80% 10-15%Coaching,

Study Teams, Peer

Visits

90% 90% 80-90%

Discussion

Why is coaching effective at helping teachers learn new

skills and knowledge?

Coaching Roles/Responsibilities

Expert Collaborator Coach Facilitator

Coaching Conversation Video

Discussion

What roles did you see or hear in the video?

Identify specific examples.

Coaching Cycle

Professional Learning Planning TemplateSchool-Based Professional Learning Planning Template

May 2009 Assess:

What data will you use to determine the Professional Learning Needs of the School?

Set Goals:

What SIP Goal will be addressed?

Prepare:

List the Expected Results that Enhance Student Learning.

Results (Must be Measurable) Measurement of Progress Proposed Timeline Responsible Person

Peer coaching

This afternoon Clock partners Defining your program Communication Planning Meeting Reflection

Clock Partners

Microsoft Office Word 97 - 2003 Document

Define Your Program

Peer coaching is a highly flexible tool,

Define Your Program

But without a clear structure…

Define Your Program

You will likely fall on your…

• What are some pit falls you might encounter with out a clear definition of purpose?

Define Your Program

How do you avoid these pit falls?

Define Your Program

Your SIP should drive the direction of your coaching

What are the needs of your school/faculty?

What will be your role as a coach?

When will you coach teachers?

Clock Partners

•Discuss who, what, and when you might coach. •What might you want to accomplish with your coaching?•Practice explaining your coaching program.

Communication Skills

I love it when they ask you a question, you try and answer, they tell you to shut up! "Day and night, night and day, work my fingers to the bone, for what?" "I don't...” "Shut up!!! When I ask you a question, you keep your trap shut! Think I'm talking to hear myself talk? Answer me!!!“ - Bill Cosby

Communication Skills

•How do you know someone is really listening to you?

•How does this affect you?

•How do you know when they are distracted or thinking ahead?

Communication Skills

• Active Listening•Paraphrasing/Reflecting•Clarifying

Communication Skills Active Listening: Attend fully to the speaker, lock out competing

thoughts, lean forward, make eye contact, and pause before responding.

Attend to the conversation. Strive to pause for 3-6 seconds after someone finishes

speaking to allow the speaker to think and to model thoughtfulness.

Communication Skills

Telling your own story:

Paraphrasing/Reflecting: •Restate what was said to indicate acceptance, encouragement, and understanding. •Avoid "I" because it signals that what the speaker is thinking no longer matters and that the paraphraser is going to insert his or her own ideas into the conversation. Avoid , “but”, it immediately signals disagreement

Communication SkillsBe certain you understand all the details before offering input

Clarifying Questions:

Add clarity to the conversation. •Are factual questions. •Help the speaker to be more specific. •Do not require a lot of thought to answer. 

     

  Examples of Clarifying Questions: •How did you present the information? •How many students were there? •Were students working in groups?

Communication SkillsCan the speaker answer the question with a little help?

Probing Questions:•Push the speaker to think more deeply about a topic. •Are often prefaced by a paraphrase. •Are open ended and do not carry a solution (better if the questioner does not have the answer). •Are questions that help focus the speaker rather than satisfying coach's curiosity.   

     

  Examples of Probing Questions: •You said that _____. Have you ever thought about _____? •Are there other strategies that you could use to introduce that lesson? •How do you feel it went? •What might a next step be? •What did you learn from that? •Have you seen or used other classroom assessments that are effective?

         

Clock Partners

Conduct a planning meeting

Conduct a Planning Meeting

Conduct a Planning Meeting

What does a bad meeting look like?Blah, blah,blah. Blah

Conduct a Planning Meeting

Challenge/Success

Action Plan/Celebration

Grape Juice

What does a good meeting look like?

Why are we meeting?Do we have an agenda?

What was the result of our discussion?What is the plan going forward?

Conduct a Planning Meeting

What are the 4 C’s?

•Context•Culture •Conditions•Competencies

Context. means understanding global, state and community

realities including knowing about the worlds from which students come and for which they must be prepared

Culture

is defined as the shared values, beliefs, assumptions, expectations, and behaviors related to students and learning, teachers and teaching, instructional leadership, and the quality of relationships within and beyond the school

Conduct a Planning Meeting

Conditions

are the external architecture surrounding student learning, the tangible arrangements of time, space, and resources.

Competencies

are defined as the repertoire of skills and knowledge that influences student learning.

Conduct a Planning Meeting

Conduct a Planning Meeting

Culture

Competencies

Conditions

Goal

Context

Strategy Who is Responsible Timeline Progress

Evidence

ACTION PLAN

Conduct a Planning Meeting

Reflection/ Parking lot

Day Two

Review Norms Parking Lot Reflect on day one

Taxonomy

Create a taxonomy for the elements of an effective lesson.

•Individual •Large Group•Whole Group

Taxonomy

For the session Taxonomy on elements of an effective lesson I offer the word _______________________.

Composing with Key Words

• Using 3 words from the Taxonomy, write a sentence that summarizes your thoughts on the elements of an effective lesson.

MNPS PCFA Wiki

Finding A Hook

Educational resources

Center for Implementing Technology in Education

Discovery Education

Thinkfinity

Nettrekker

Finding A Hook

Share with your 9 clock partner

 

How would the teachers at my school use these materials?

Would the teachers be able to easily navigate through the pages or would they get lost?

Does it seem like the site is updated routinely, the links are working, and the content is valid?

Scavenger Hunt

Virtual Museum at High Point Elementary Abby Alessi, Coach

Directions: After the video, divide into five groups to share your findings of the scavenger hunt.

 

Chalk Talk

“What are the essential elements of a learning activity?”

Assess Lesson Design

Learning Activity Checklist

Assess Lesson Design Template

Lesson 1: Koo Koo for Clocks

Lesson 2: Online Research Investigation

Reflection

Small group discussion to share.