building leadership capacity to transform teacher practice

8/13/2019 Building Leadership Capacity to Transform Teacher Practice

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Chancellor’s Academy

Monday, June 27

Polly Hill [email protected]



“When you put your

knowledge in a circle, it’snot yours anymore, it’s

shared by everyone.”



Arrange group into a circle – what is said in

the circle stays in the circle

Whoever has the talking object has the floor

– all other participants are to listenrespectfully, no interruptions, no pick ups on

what someone else has said.

Gentle signal by facilitator to ensure one

person doesn’t speak “overlong” Everyone has the option of passing the

talking object if they don’t want to speak

No one leaves the circle until it is closed



Who are you?

What are you hoping to get out of this week?



Understand the roles a coach / instructional

leader can have in school setting

Understand the role rapport, paraphrasing

and pausing play in building trustUnderstand the elements of the coaching

cycle

Understand the role of data in transforming

teaching practice Plan for two coaching cycles



Talking Circle

Brainstorming Activity

Jigsaw Reading from Taking the Lead

Trust building tools Rapport

Pausing

Paraphrasing

Pairs Rehearsal

Read / Journal

Homework / Closure



Private think time – brainstorm the roles youthink are important to a coach instructional/leader

Table Talk – Share your ideas using the Go- Around Protocol and choose top three rolesfrom your table

Put on sentence strips and post

Group Discussion



Count off 1-6

Stack “n” Pack

Silently read your assigned role

Discuss with your group

Create a poster to share out to group

description of your assigned role



1. Resource provider – chapter 2

2. Data Coach – chapter 3

3. Curriculum Specialist – chapter 4

4. Instructional specialist – chapter 5

5. Mentor – chapter 7

6. Learning Facilitator – chapter 8



How does what you’ve heard

so far connect with what you

already knew aboutinstructional leader/

coaching roles



Rapport

Paraphrasing

Pausing



Trust is over time.

Rapport is in the

moment.



posture

Gesture

Tonality

Language Breathing



I am listening

I am interested / I care

I understand you (or am trying to)



Attend fully

Listen with the intention to understand

Capture the essence of the message

Reflect the essence of voice tone and gestureMake the paraphrase shorter than the

original statement

Paraphrase before asking a question

Use the pronoun “you” instead of “I.”



Mary Budd Rowe found incorporating pausing

of between 3 and 5 seconds brought about

higher student achievement and more

thoughtful responses.

After the coach ask a question

After the coachee responds

Before the coach responds



Work in pairs

Partner A talks about his/her vision of being

an instructional leader / coach

Partner B paraphrases what A is saying while

also using elements of rapport and pausing

Switch roles



Read

What I believe about Leadership Development by

Dennis Sparks

Building Sustainable Leadership Capacity

Corwin Press

Look for opportunities to practice rapport

paraphrasing and pausing



Journal Important Moments 1




Tuesday, June 28




Partner with someone you make eye contactwith from another table

Partner A discusses the reading from last night :

What I believe about Leadership Development byDennis Sparks

At the signal, partner B continues the discussionabout the reading without repeating anything

At the signal partner A continues

At the signal partner B concludes



What were

some of yourexperiences

with …

2008 Center for Cognitive Coaching



Understand the steps involved in conducting

a coaching cycle

Pre-conference

Observation Post-conference



Working in partners, silently read and

highlight the first section of the article

At the end of the section turn and commenton the content with your table partner

Continue this process for the rest of the

article



Pre-conference/planning the

lesson

Observation /

Co-teaching

Post-conferencereflection



coach coachee

What did you notice

about the coach?

What did you notice

about the coachee?



Journal your

from today.

Share with your table group.

2 0 0

8

C e n t e r f o r C o g n i t i v e

C o a c h i n g




Thursday, June 30




Stand up and mix with colleagues

On signal Freeze and pair with nearest

colleague

Discuss last nights reading assignments

On signal, repeat mix-freeze-pair



Deepen understanding of the pre-conferencestep in the coaching cycle

Understand the role of data as an instrument of

change in teacher practice



Agenda

Welcome

Heavy coaching/light coaching

Today’s outcomes

Deepen

understanding ofPre-conferencestage of cycle

• Pairs Rehearsal

• The role of data

• Homework

/Closure



Pre-conference/planning the

lesson

Observation /

Co-teaching

Post-conferencereflection



Clarify Goals of lesson

Specify success indicators and a plan forcollecting evidence

Anticipate approaches, strategies, decisions, andhow to monitor them

Establish personal learning focus

Reflect on the coaching processCenter for Cognitive Coaching



Practice a planning conversation where

partner A is the coach and B is planning

Switch roles



What are you learning

about yourself as a coach/

instructional leader



Reading protocol



2005 Center for Cognitive Coaching, PO Box 260860,

Highlands Ranch, CO 80126 44

Write a personal goal about

how you will use data in your

work as a coach / instructional

leader



Read

Transforming the Demonstration Lesson Moments in Mathematics Coaching: Improving K-5

Instruction by Kristine Reed Woleck Corwin Press

Resources from Taking the Lead CD Demonstration Lesson Planning Protocol Tool 6.1

Demonstration lesson observation notes Tool 6.2

Co-teaching planning and debriefing template Tool 6.3

Pre-observation map Tool 6.4

Reflective Feedback protocol 6.5




Thursday, June 29




Chalk Talk Protocol:

Compare the focus of a demonstration

lesson to a coaching cycle

When might you choose a

demonstration lesson over anobservation cycle



Know when to choose a demonstration lesson

verses a coaching cycle to improve teacher

practice

Deepen understanding of the post-conference / reflection stage of the coaching

cycle

Plan for two coaching cycles - or one

coaching cycle and one demonstration lesson



Agenda

Chalk talk

Post-conference /

reflection cycle

Model/ Paired

rehearsal

• Planning for

school year

• Talking circle

• Closure



Prompts for Reflection What are your thoughts about the lesson?

What pleased you / what surprised you?

Examining Lesson Artifacts Student work

Scripts of teacher-student dialogue Other data collected around the lesson

Analysis of Teaching and Learning At what point in the lesson were students learning the

most? Why?

Implications for the Future How will this influence tomorrow’s lesson?

What will you do differently next time you teach thislesson?

Moment in Mathematics Coaching



Tell me about the highlights of your lesson.

How was this lesson different than what you planned?

What do you think accounted for those differences?

What evidence from the lesson tells you if your students

achieved the lesson’s goal?

Teachers make many decisions as they teach. What

decisions did you find yourself making during the lesson?How did you arrive at those decisions?

What did you learn that you will apply to a future lesson?

Taking the Lead tool 6.5



Rapport

Pausing

Paraphrasing

Inquiring Probing

Extending by making data available



Plan for two coaching cycles

Or

One coaching cycle and one demonstration

lesson

As a group – select date to come back

together and share our successes/challenges



What did you get out of this

week?



To achieve greatness:

Start where you are,

Use what you have,

Do what you can.

- Arthur Ashe

building leadership capacity to transform teacher practice

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