Effective Coaching Strategies for Teacher Development
Explore effective coaching strategies for teacher development, including session objectives, coaching conversation protocols, and situational leadership approaches. Learn how to provide actionable feedback, adapt coaching conversations, and enhance instructional leadership skills. Dive into practical techniques to improve teaching practices and maximize educator potential.
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Presentation Transcript
Coaching Teachers 2.0 To copy or adapt this material, see OpportunityCulture.org/terms-of-use 2019 |1
School Excellence Portal Log on to the OC School Excellence Portal: opportunityculture.org/portal Having Problems? Let us know here! 2019 |2
Do Now See Handout Time for this activity: 10 minutes 2019 |3
Handshake Partners Find a partner you do not interact with often and discuss your self-reflection: 1. What is going well with your instructional leadership? 2. What would you like to improve? Time for this activity: 5 minutes 2019 |4
Session Objectives Review the Six Steps for Effective Feedback and the Situational Leadership framework. Discuss how to adapt coaching conversations based on the current skill and will of a particular teacher. Role play an upcoming coaching conversation with one of your team teachers. 2019 |5
Do Now See Handout Using your Coaching Conversation Sort handout, reorder the quotes so that they are sequenced chronologically for the most effective possible feedback conversation. Time for this activity: 5 minutes 2019 |6
Coaching Conversation Protocol G See Handout E D, A Name it See it Action Step Praise Probe Plan Ahead Practice Follow-up B C F Do it Bambrick-Santoyo, Paul (2012). Leverage Leadership: A Practical Guide to Building Exceptional Schools. San Francisco: Jossey-Bass. 2019 |7
Situational Leadership (Low) <------ Commitment (will) Level -----> (High) Directing Delegating Low Skill High Will High Skill High Will Ex: A new teacher who constantly seeks feedback, wants to improve. Could say things like What should I do? Ex: A high-performing teacher who owns her own development. Supporting Coaching Low to Mid Skill Low Will Mid to High Skill Low Will Ex: A teacher not getting results who does not seem invested in wanting to change his practice. Ex: A teacher who is getting good results, but is not open to changing her curriculum. (Low) <------ Competency (skill) Level -----> (High) Adapted from Blanchard, Ken (2003). The One Minute Manager. New York: William Morrow Company. 2019 |8
Situational Leadership DIRECTING Why might someone in this quadrant be difficult to coach? How could you adapt the Six Steps to better align with your teacher s skill and will? 2019 |9
Application See Handout Independent Reflection: Think about a teacher you want to better support. Complete the Team Teacher Reflection handout. 2019 |10
Work Time See Handout Plan a coaching conversation you could have with your team teacher. Use your preferred coaching framework; a blank Six Steps template is provided. Use a real action step for this teacher. Incorporate ideas discussed in your Situational Leadership chart paper group. 2019 |11
Role Play Time Allotted Activity 5 minutes Share background context 5 minutes Role play the coaching conversation 5 minutes Debrief the conversation: - What was strongabout your partner s facilitation? - What improvement would you suggest? - What are other ideas for how your partner could better support his or her team teacher? 2019 |12
Action Items Write down 2-3 action items you commit to incorporating into your work based on your takeaways from this session. For example: Action Item People Timeline Status Notes Have coaching conversation with team teacher. Me and teacher 10/15 Not complete 2019 |13
Exit Slip Thank you for your engagement and participation. Please complete the exit slip to provide feedback on this session prior to leaving. 2019 |14
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