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Blended Coaching to Support School & System Leaders Ontario Ministry of Education Toronto October 19, 2007. Gary Bloom New Teacher Center at University of California Santa Cruz [email protected] NTC’s Leadership Development Programs. Teacher Development.
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Ontario Ministry of Education
October 19, 2007
New Teacher Center at University of California Santa Cruz
The majority of educational administration programs range from inadequate to appalling.
Arthur Levine, 2005
There is an unquestionable connection between the principal’s ability to lead learning and the support they themselves receive in their everyday work. Mentoring supplies the necessary support as effective job-embedded professional development.
Vincent L. Ferrandino, 2004
Speck & Knipe, Professional Development; Why Can’t We Get it Right In Our Schools?
Why might we call this a coaching conversation?
Ways of Doing
“How can we challenge our gifted students?”
“What do I do with all of this student data?”
Ways of Being
“I get uptight every time I have to meet with gifted parents.”
“Can we really close the achievement gap?”Comparing Instructional and Facilitative Coaching: Each Primarily Addresses:
Knowledge and Skills
Proven models for differentiation in middle school classrooms
Templates for the presentation and analysis of student data
Dispositions and Internal Capacity
A passionate belief in the school’s obligation to every student
Self-reflection and ongoing learning through the process of leading school improvementComparing Instructional and Facilitative Coaching Each Supports the Development of:
What is coaching?
Entering the coaching relationship
Coaching for systems changeBlended Coaching Training Key Components
Time Management and Delegation
Communication and Decision Making
Supervision: Formative Assessment
Evaluation: Summative Assessment
Professional Learning Communities
Recruitment, Staffing and Working with New Teachers
Vision and Leadership StyleLeadership Institute Modules
New Teacher Center at UCSC Research Division, 2004
Reactive, problem- driven
Receive limited feedback
Engage in little reflection
Receive sporadic assistance
Focus on instructional issues
Engage in deliberate planning
Receive feedback and engage in reflective conversations
Receive consistent assistanceResults: Case study comparisons of supported v. unsupported principals
Interview a neighbor using…