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Enhancing Instructional Leadership capacity of principals to improve teacher practice. Heather Hopcroft. Victoria 9 Regions: Eastern Region 245 schools 10 Networks Monash Network 22 schools. How do people learn to get better at what they do in your school?.
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Enhancing Instructional Leadership capacity of principals to improve teacher practice Heather Hopcroft
Victoria 9 Regions: Eastern Region 245 schools 10 Networks Monash Network 22 schools
How do people learn to get better at what they do in your school?
MY GOALBy the end of this workshop I will have explained the implementation, sustainablity and evaluation of our coaching program so that you can make your own decisions re its applicability to your situation
Facilitative, supportive actions by principals as instructional leaders have powerful, effects on classroom instruction. Blasé & Blasé (2004)
You learn by doing the work
EMR THEORY OF ACTION If we enhance the Instructional Leadership capacity of EMR Principals in order to improve teacher practice and to develop a common understanding of what constitutes effective teaching and learning, then student performance will improve.
Agenda of all my network meetings 1.Build the Instructional Leadership Capacity of network principals 2. Build cohesive teaching and learning practices within and across schools
Build the Instructional Leadership of Network PrincipalsCoaching Proposal4 A’s Protocol
How do you determine the starting point for a conversation about quality teacher practice in your school?
Monash Network Program • 6 Sessions • April to November 2010 • All principals • Financial commitment • Personal commitment
Networks • An effective network draws on the experience that resides within each network school to improve student learning
We Practised • 6 workshops • In between tasks, readings and activities Here are a series of slides that give some examples
COACHING PRACTICE • 3 way observations: Coach, Coachee, observer • FOCUS ON A GOAL! 10 Minutes then rotate What skill will the observer give feedback on? Being present Listening Actively Clarifying Empathising Being Succinct Questioning Giving Feedback
COACHING: Real Conversations Conversations that Affirmand Strengthen Conversations that Challenge and Strengthen EXAMPLES This teacher is always late to class. Parents have given verbal complaints This teacher has been seen taking drinks from the staff fridge on 2 occasions, once by you, without paying for them A teacher has accepted an invite to a Year 12’s birthday function Married member of staff having a relationship with another single member of staff that has been mentioned by students on Facebook
‘ Watch Out Fors’ that Undermine Impact Following Praise with Correction– “This is very good but… Following Praise plus a Challenge “ You have done great work this year and we need to step up again to overcome next year’s challenges.”
FAST Feedback Good feedback is: • Fast – 7 minutes • Accurate – your observations are best • Straightforward and Solution focussed • Timely
A Triangle A parent rang to tell you that their children are leaving your school today because of the bullying they have received. On investigation you find out they are enrolled at your neighbouring school. You haven’t had any contact with this principal. OR A parent of a PSD student comes for a tour, out of your neighbourhood area and tells you that their local principal indicated your school would be a “better fit” for their child. OR A parent tells you that their child’s school level co ordinator has told them that your school would better suit their child’s needs. October 2010
COACHING PRACTICE • 3 way observations: Coach, Coachee, observer • FOCUS ON “Options and Will” 5 minutes • The goal is “To be able to mobilise stakeholders to our student learning goals in our 2011 AIP” • What skill will the observer give feedback on? • Being present • Listening Actively • Clarifying • Empathising • Being Succinct • Questioning • Giving Feedback
Developing a Goal1.Using the Head, Heart, Bin and Bag protocol choose a “bag option” that you would like to see operating in your school2. Using the GROWTH model develop a goal with your coach to achieve thisBY …………….. I will ………………………… so that……………….ISMART goals are:Inspiring, Specific. Measureable, Achieveable, Realistic and Timely May 2011
In the final analysis there are no policies that can improve schools if the people in them are not armed with the knowledge and skills they need.
What do the Principals say? What was your overall impression of the program? It surpassed other courses on coaching, Well structured, Impressive Most valuable things you gained Don’t give up, Goal setting, Prioritise, Watch out for the monkeys, Recognition of my areas for development, Questioning skills What will you do differently Implement at my school, Firm up my goals, Ask the questions not hand over the glasses, More active listening What do you do in 2011 that is different? I am more confident in my “non- preferred styles” when leading others I am confident and skilled in the ability to lead conversations on tough issues I respond non defensively when tricky or sensitive issues are raised by others I am aware of my current strengths and areas for leadership skill development eg EQ, DISC, Situation Leadership I display confidence and competence when conducting team coaching sessions with my staff. I initiate and guide conversations about student learning.
