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Coaching for Teaching & Learning. Welcome! Please sit at tables in groups of 4-6 – people with whom you work well. Day Plan . 0900 - 1030 Community Builder & Teaching Standards 1100 – 1230 Professional Learning Profile and Coaching 1315 – 1500 Peer coaching in practice. Outcomes.

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Coaching for teaching learning
Coaching for Teaching & Learning

Welcome! Please sit at tables in groups of 4-6 – people with whom you work well.


Day plan
Day Plan

  • 0900 - 1030

    Community Builder & Teaching Standards

  • 1100 – 1230

    Professional Learning Profile and Coaching

  • 1315 – 1500

    Peer coaching in practice


Outcomes
Outcomes

  • Further develop professional relationships within the Whitehouse learning community – looking at working with peers

  • Get to grips with Teaching Standards and good teaching

  • Create differentiated, progress-linked resources

  • Create Professional Learning Profiles and apply for own CPD


Community builder tattoo yoo
Community Builder – Tattoo-Yoo

  • INDIVIDUALLY and in secret, SKETCH a design for a(nother) tattoo that you would wear on your arm that represents: (2 minutes)

    • “Hard Work & Success”

  • In turn SHARE tattoo designs (3 minutes)

  • TOGETHER, as a group, create a single design that fits well onto an A4 sheet. (5 minutes)

  • Reporter come to the front and be ready to show and explain the group’s design to the school

  • Everyone to have the best design tattooed on their arm, by end of June

  • Ignore that last instruction


Teaching standards and good teaching
Teaching Standards and Good Teaching

  • Revisit teaching standards

  • Distil their meaning

  • Apply their intent to good teaching

  • Use a version of Collaborative thinking


Mark out a flip chart page like this and make sure everyone can write on it at the same time.(one edge space for each person – this one is for a group of 6)


Slice and Share out the teaching standards sections.

Individually, summarise your section into exactly 10 keywords and 1 sentence.

Don’t share yet!

7 minutes


*Sweep = ring-fenced time for speaker: no interruptions, questions, comments or challenges. However, write comments, questions, ideas here

IN TURN,sweep* round the group, sharing with each other. Share out the time

5 minutes

After all have spoken, discuss share ideas etc.


Haiku: 5,7,5 syllables

Equation:

Good Teaching =?

TOGETHER,Summarise the standards into a Haiku and an equation

(10 minutes)



That’s the what but what about the how?


Why peer coaching
Why Peer Coaching?


5%

Research & Theory

5%

Impact on Classroom Practice

10-20%

Research, Theory& Demonstrations

5%

Impact on Classroom Practice

Research and Theory, Demonstrations& Practice

80-90%

Impact on Classroom Practice

5-10%

Research and Theory, Demonstrations & Practice

80-90%

90%

Impact on Classroom Practice

withCoaching and Mentoring

Student Achievement through Staff Development

Impact of Staff Learning Events

0%

Results

100%

(Joyce and Showers 1996)



Smile next

Smile because:

Achieve

Achieve because:

Learn

Learn because:

Moan

Moan because:

Puff

Puff because:

Huff

Huff because:

Learning Focus:


Puff next

Huff

Moan

Learn

Moan

Smile

Achieve

Moan

Puff

Learn

Puff

Learn

Huff

Achieve

Huff

Smile

Achieve

Smile

Achieve

Learn

Huff

Moan

Puff

Smile




Professional learning activities1
Professional Learning Activities next

  • Pick one area of professional development you want to work on:

    • Teaching standards

    • Interests

    • Observation feedback

  • Look at your PLP and PLA

  • Consider use of Video

  • Come up with 3 development activities that you want to do to become better at what you do

  • Work alone, in pairs, triads etc.


Peer coaching in practice
Peer coaching in Practice next

  • Two effective ideas: differentiation wheels and progress wheels

  • Use PLP to plan how you would embed these ideas in class



An ordering or ranking task next

A combination task (all content)

Design Template 1

Content: Numbers, Words, Notes etc.

A selection task

A combination task (some content)

A harder combination task (some content)

Design template:Centre circle contains subject content with which all learners will be familiar.

Outer circles contain different levels of task to apply to the centre content. Tasks can be inspired by differentlevels in nationalor core learningstandards.


Put in Order next

Add together

Maths

Example

1.5, 13, 10, 20, 50, 999,1329, 0.004,4, 256, Half

Which is the odd one out and why?

Make 130Make 2Make 70

Make 6009Make 202Make 0.2

Maths example:Centre circle contains numbers with which all learners will be familiar.

Outer circles contain different levels of task to apply to the centre numbers.


An evaluation task next

A linking task

Design Template 2

Content: Numbers, Words, Notes etc.

A creative task

An application task

An analysis task

Design template:Centre circle contains subject content with which all learners will be familiar.

Outer circles contain different levels of thinking task to apply to the centre content. Tasks can be inspired by differentlevels in nationalor core learningstandards.


Rank in order of… next

Link to each other/ other concepts

Design Template 2

Task Prompts

Content: Numbers, Words, Notes etc.

Combine 2 or more to…

Use some or all to…

Find out which one is…

Design template:Centre circle contains subject content with which all learners will be familiar.

Outer circles contain different levels of thinking task to apply to the centre content. Tasks can be inspired by differentlevels in nationalor core learningstandards.



Template 2 next

­­

SORT

CHANGE

OTHER

USE

COUNT

CHOOSE


Template 4 next

­­


Peer coaching
Peer Coaching next

  • The ultimate test of coaching is that you achieve more by working with the coach than you would have without them.


Coaching groups
Coaching Groups next

  • Form Coaching Groups

  • Imagine you are coaching and your coachee presents you with their PLP. How would you use this information to design your coaching to help them learn and grow?

  • Try it out in your groups


Coaching principles practice
Coaching Principles & Practice next

  • PRCR

    • Protocols

    • Relationships

    • Communication

    • Results

  • CIEQS

    • Comment

    • Instruct

    • Encourage

    • Question

    • Suggest


  • PRCR next

    • Protocols: What rules do we need? Trust? Confidentiality?

    • Relationships: What issues and advantages are there in working directly and closely with others?

    • Communication: How, when and why do we communicate?

    • Results: How do we set outcomes and monitor/report/celebrate progress?


P next

R

C

R


  • CIEQS – Coaching Conversations next

    • Comment

      • I saw you do….You successful managed to….I heard….

    • Instruct

      • You need to…I’d like you to try to….

    • Encourage

      • Well done it’s going very well….Keep it up you’re progressing…Excellent because…

    • Question

      • Why have you chosen to…What effect is **** having?...How can we change this?...What outcome would you like to see here?

    • Suggest

      • Would it work better to….Can I recommend that you….I might be wrong but….



3+ Attitudes of an nexteffective coach

3+ Skills of an effective coach


3+ Attitudes of an nexteffective coach

3+ Skills of an effective coach



3+ Attitudes of nextan effective coach

3+ Skills of an effective coach

Peer coaching activities

Use arrows to connect activities to skills and attitudes.i.e.: which activities need which skills/attitudes


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