Procede 2014 PLCs in Action

1. PLCS IN ACTION
PROCEDE 2014
MONT TREMBLANT
Jim Howden
October 23, 2014

2. FEELING CONCERNED THAT YOU DDOONN’’TT HHAAVVEE AALLLL TTHHEE AANNSSWWEERRSS??
DDOONN''TT WWOORRRRYY——YYOOUU''RREE NNOOTT AALLOONNEE!!
IIff wwee ddoonn''tt ssuucccceeeedd,, wwee rruunn tthhee rriisskk ooff ffaaiilluurree..
DDaann QQuuaayyllee
WWee''rree ggooiinngg ttoo ttuurrnn tthhiiss tteeaamm aarroouunndd 336600
ddeeggrreeeess..
JJaassoonn KKiidddd

3. ARE YOU STRESSED ????
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4. WHY THIS PICTURE?

5. THREE QUESTIONS
On your slip of paper, please write three questions
that you would like someone to ask you in order to find
out a little more about you.
Now, turn to someone at the table, and ask your
questions to your partner.
Lastly, exchange your slips of paper. Now, leave your
table and find another r colleague in the room. Ask
that person your “new” questions.
Now repeat the last step. Exchange, meet, ask.

6. LINE UP ACCORNING TO THE LAST TIME
YOU WERE COACHED

7. IMAGINATION IS MORE IMPORTANT
THAN KNOWLEDGE

8. CREATIVITY TAKES TIME!
http://m.youtube.com/watch?v=jgvx9OfZKJw

9. Behind every successful person,
there is one elementary truth:
somewhere, somehow, someone
cared about their growth and
development .

11. REFLECTION ON THE NEWER
GENERATION

12. COACHES IN YOUR LIFE
Think of one or more important coaches in your
life. What story or stories can you share about the
relationship(s)?
“Every day, we wager the future of this
country on our teachers. We are daily entrusting
the dreams of our young people to those who
teach them. Whether those dreams are
delayed, denied, or fulfilled is ours to decide.”

13. QUESTIONS FOR OUR SESSION
What is a coach?
What is a coach’s role? the teachers’ role?
How to draw the line between coaching and
supervision?
How can coaching impact on teachers’
professional development?
How to coach? What is the cycle of coaching?

14. The purpose of staff development is not just to
implement isolated instructional innovations; its
central purpose is to build strong collaborative
work cultures that will develop the long-term
capacity for change.
Michael Fullan

15. WHY COACHING?

16. Recent Research
Indicates That With
Coaching,
Implementation rates
rise…
85% - 90%
University of Kansas Center for Research on Learning
Research on
Instructional
Coaching

18. ANDROGOGY
Knowles' theory can be stated with six assumptions related to
motivation of adult learning:
Adults need to know the reason for learning something (Need to
Know)
Experience (including error) provides the basis for learning activities
(Foundation).
Adults need to be responsible for their decisions on education;
involvement in the planning and evaluation of their instruction (Self-concept).

19. Adults are most interested in learning subjects having
immediate relevance to their work and/or personal
lives (Readiness).
Adult learning is problem-centered rather than
content-oriented (Orientation).
Adults respond better to internal versus external
motivators (Motivation).
Knowles, Malcolm (1980).
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ANDROGOGY…

20. ADULT LEARNER ROLES
Caretaker: Do we need a break?
Know-it-All: A comment for every idea and is willing
to share
Hitchhiker: Passive learner, along for the ride
Blocker (Devil’s Advocate): contrary positions in the
discussion
Parliamentarian: “Haven’t we extended our rule
about time limits for group discussions?”
Sage: formal and informal power in the group
Clown: brings levity to the scene, humor to diffuse
mounting conflict

21. "All learning has an
emotional base."
Plato

22. COACHING COMPONENTS
Collaboratively Explore
Data (CED)

23. Cycle of enactment and investigation.
Lampert M et al. Journal of Teacher Education
2013;64:226-243
Copyright © by American Association of Colleges for Teacher Education

24. WHAT ARE THE CHARACTERISTICS OF AN EFFECTIVE
COACH, WHAT DO THEY NEED TO KNOW AND BE
ABLE TO DO?

25. COACHING…
• Builds capacity for effective instructional practices
within specific content areas.
• Creates a partnership approach with teachers.
• “Customizes professional development to match
each teacher’s needs and interests while they help
the school establish a common understanding
across all teachers.” (Sweeney, 2003)

26. COACHING’S BIG FOUR
•Content
•Instructional Practices
•Assessment for Learning
•Classroom Management
Jim Knight, University of Kansas

27. Coaches are not guides by the side or mentoring
buddies. They coach; they train; they teach.
Coaches teach the knowledge and skills of
effective interaction to teachers. They train in
order to bring out the potential in every teacher to
build a professional learning
community.

28. LEVELS OF LISTENING
Ignoring – Making no effort to listen
Pretend Listening – Giving the appearance of
listening
 Selective Listening – Hearing the bits that
interest you
Attentive Listening – Paying attention, focusing,
comparing to personal experiences
Empathetic Listening – Listening and responding
with both heart and mind

31. When you are the talker…TALK
When you are the listener…LISTEN
LISTENING = no talking, no responding with
facial expressions or gestures.

32. TOPICS
Name a challenge you have met.
How do you know that someone loves
you?
Describe one of the most important
values that you adhere to.

33. How did it feel to be the speaker? .. the
listener?
Which was easier? Why?
Name something you learned AND can
transfer.

34. FIVE LEVELS OF FEEDBACK
1.“You are useless”
2. “This data is useless”
3. “The content of your report was clear and concise, but the
layout and presentation were too vague”

4. “How do you feel about the data analysis?”

5. “What was the essential purpose of your report? To what
extent do you think this draft achieves that? What are the
other points you feel need emphasised?
"Probably my best quality as a coach is that I ask a lot of
challenging questions and let the person come up with the
answer." Phil Dixon (Olympic Coach – Canada)

35. WARM V. COOL FEEDBACK
WWAARRMM
• Supportive
• Strength oriented
• Focus on solutions
• Promotes positive
learning
COOL
• Impersonal
• Needs oriented
• Focus on the
problem
• Provides constructive
criticism

36. GOOD QUESTIONS FOR COACHES
Open-ended
Questions– What?
How?
What do you want to
do?
How did you arrive
at…?
What do you think
might happen if…?
What would that look
like to you?
What concerns you
about…?
What were you hoping
for?
Broadening Questions
What do you see ?
Do you see …?
tShaayt… m?ore about
wWhheant… ha?ppened
mCoorueld a yboouu tt…ell? me
Explaining Questions
uWphseattt imnga?kes that
tHo…ow? did you decide
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37. Clarifying Questions
Can you give me
examples of…. ?
What does … look like
to you?
What exactly do you
mean?
What you say … what
are you referring to?
Exploring
Questions
What did you
think when…?
What concerns
you about that?
What were you
expecting
when…?
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GOOD QUESTIONS FOR COACHES

38. VIDEO ON COACHING-YOU MAKE THE
TRANSFER…
http://www.youtube.com/watch?v=

39. QUESTIONS TO FOSTER REFLECTION
•What were we trying to accomplish?
• How did we go about completing the
mandate or solving problems we had along
the way (process)?
•What did we do well (strengths)?
•What did we have difficulty with
(weaknesses)?
•What have we learned/what would I do
differently?

40. REFLECTION QUESTIONS, CONT’D
•What worked well?
•What did we learn?
• Did our conversations lead us closer to
our goals? How?
• Did we do what we set out to do?
• How can we improve on this to make
this collaborating in PLCs more
significant part of our work?

41. The real voyage of discovery
consists not in seeking new lands
but in seeing with new eyes.
Marcel Proust

42. By three methods we may learn
wisdom: First, by reflection, which is
noblest; Second, by imitation, which is
easiest; and Third, by experience,
which is the bitterest.
Confucius, philosopher and teacher (c. 551-
478 BC)