Principal as Coach

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Principal as Coach

• Merging transformative and shared instructional
  leadership

2
Working with teachers to make tacit knowledge
more explicit

• develop a common language -- not a best way --
  fosters teacher efficacy which is influenced by
  organizational efficacy

3
What is tacit knowledge?

• Wagner and Sternberg state that tacit knowledge
  is practical rather than academic informal
  rather than formal, usually not directly taught
  difficult to transfer, share, trade, or
  communicate. Although some tacit knowledge could
  be taught directly, much tacit knowledge may be
  disorganized and relatively inaccessible, making
  it potentially ill suited for direct instruction.

4
Most frequently perceived problems of Beginning
Teachers - 1984

• Classroom discipline
• Motivation of students
• Dealing with individual differences
• Assessing student work
• Relations with parents
• Organization of class work
• Insufficient materials and supplies
• Dealing with individual differences

• Relations with colleagues
• Heavy teaching load
• Planning of lessons
• Effective use of teaching methods
• Determining level of student learning
• Knowledge of school policies
• Knowledge of subject
• Relation with administrators

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The Principal Principle

• The more the principal and assistant principal
  understand the innovations being implemented the
  greater the chances they will support those
  innovations being implemented the further they
  are away from it the less likely it is they
  will provide the needed resources. Oh, and one
  more thing if those at central office do not
  understand and show their support, the less
  likely the principal will show support.
• Organizational efficacy begets teacher efficacy.

6
Observing Teachers

• What lenses do you employ when you go in to
  observe a teacher whether it is for sixty
  seconds or sixty minutes?

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Seven Possibilities

• Classroom Management
• Instructional
• Curriculum
• Assessment
• Personality
• Stage in Career Cycle
• Conceptual Flexibility of the Teacher

8
Instructional Intelligence

• The ability of teachers (and at times students)
  to integrate the existing wisdom related to how
  we learn, what we are to learn, how we assess,
  how we instruct, how we go about change and how
  we go about systemic change.
• Ignoring anyone of these is unwise.

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Instruction classified

• Instructional concepts
• Instructional concepts that are skills
• Instructional concepts that are tactics
• Instructional concepts that are strategies
• Instructional concepts that are instructional
  organizers

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Seamless Tacit
Cant be shared
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Intentional Explicit
Can be shared
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Blooms Taxonomy

• Knowledge/Recall
• Comprehension/Understanding
• Application
• Analysis
• Synthesis
• Evaluation

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Blooms and Objectives

• What does this objective tell you?
• By the end of grade six students will demonstrate
  their understanding of four types of motion
  reciprocal, oscillating, rotational, and linear.
• If you dont know then forget being an effective
  instructional/assessment/curriculum coach.

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By the end of grade six students will demonstrate
their understanding of four types of motion
reciprocal, oscillating, rotational, and linear.

• Tells you that they will be assessed at the
  Comprehension level of Blooms Taxonomy -- be
  able to describe in their own words and give
  examples
• Tells you implicitly that you have to teach it at
  the analysis level -- compare and contrast
• Tells you it is inductive thinking because they
  have to be able to classify types of motion to
  get than understanding. SO.

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What instructional methods push analysis (the
level of thinking) and inductive thinking (the
type of thinking)?

• Venn Diagrams, Fish Bone Diagrams, Mind Maps,
  Concept Maps, Concept Attainment, Concept
  Formation
• BUT

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What about these factors?

• What Concepts and Skills do the teachers require
  to enact those methods?
• What other strategies could be connected to
  enhance those strategies?
• Should the students work alone or in small
  cooperative groups or some combination of the
  two?
• Do the students have the skills and disposition
  to take advantage of what the teacher may decided
  to select, integrate,and enact?

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A peak at questioning what do you think about
when you hear these in a classroom?

• Who can tell me
• David what is the
• Hands up if you can
• Can anyone
• Could someone
• Why does
• Any ideas of how

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A peak at questioning what do you think about
when you hear these in a classroom?

• No hands please, think to yourself
• Share with your partner and I will randomly call
  on
• I will ask you to tell me what your partner told
  you.
• Be prepared to explain what you hear this person
  say.
• Thumbs up if you agree down if you disagree be
  prepared to tell me why.

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Factors Impacting Questioning

• Complexity of Thinking
• Academic Engaged Time
• Use of Wait Time
• Responding to Student Responses
• Knowledge of Results
• Shifting from Covert to Overt
• Fear of Failure
• Public vs Private Failure
• Distribution of Responses
• Accountability and Level of Concern

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Johnsons 5 Basic Elements

• Individual Accountability
• Face to Face Interaction
• Collaborative Skills
• Social, Communication, and Critical Thinking
  skills
• Processing the Collaborative and Academic Task
• Positive Interdependence (9 types)

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Positive Interdependence (9)

• Goal (like the objective or academic task)
• Resource (shared)
• Sequence (beware - classroom management)
• Role -- (academic/social - only use if necessary)
• Incentive (what each group can get)
• Outside Force (time, standards, gravity)
• Environmental (hoola hoop, centre, desk)
• Identity (group name, handshake)
• Simulation (at times this is also a strategy)

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Small Group Cooperative Learning Structures

• Think Pair Share (Lyman)
• Pairs Share (Kagan)
• Place Mat (we dont know)
• Round Robin (Kagan)
• Inside Outside Circles (Kagan)
• Community Circle (Gibbs - Tribes)
• Three Step Interview (Kagan)
• Four Corners (Kagan)
• Teams Games Tournaments (De Vries)
• Jigsaw (Aronson)
• Team Analysis (Elson)
• Academic Controversy (Johnsons)
• Group Investigation (Thelan/Dewey)

Least Complex/Powerful
Most Complex/Powerful
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CBAM (Concerns Based Adoption Model)

• Levels of Use
• Non-User
• Orientation
• Preparation
• Mechanical
• Routine
• Refined
• Integrative

• Levels of Concern
• No Concerns
• Awareness
• Information
• Personal
• Impact on Students
• Collaborative

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Lets crawl inside this Vygotskys zone of
proximal development provides a construct to
understand the interactions between individuals
and their contexts actual development level is
determined through problem solving under adult
guidance or in collaboration with more capable
peers how does this connect to Levels of Use in
CBAM?
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Two Dimensions of Classroom Management

• What we do to prevent misbehaviour or to
  encourage appropriate behaviour
• What we do to respond to students when they make
  the decision (intentionally or unintentionally)
  to misbehave

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Observing and Chatting with Teachers

• A focus on how instruction, assessment,
  curriculum, how kids learn, change and systemic
  change play out in the everyday world of the
  classroom and not forgetting that if kids are
  climbing the walls, this is all in vane.

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Five Types of Teacher Chats

• A Conference - encourage one or two key ideas -
  usually one
• B Conference - extend that idea into a new area
• C Conference - respond to an area identified by
  the teacher
• D Conference - respond to an area identified by
  the observer
• E Conference - interact with ideas as the lesson
  is happening - at times like co-teaching

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A Conference

• Introduction - bring voice into room, set the
  tone -- similar to the idea of inclusion in
  Tribes
• Phase I teacher identifies what worked and what
  they might do different next time
• Phase II identify one key area and discuss it --
  why it is important
• Thank the teacher

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B Conference

• Introduction (same as A Conference)
• Phase I (same as A Conference)
• Phase II (same as A Conference)
• Phase III explore how that skill could be
  employed in different ways/subjects
• Thank the teacher

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C Conference

• Introduction (same as A Conference)
• Phase I (same as A Conference)
• Phase II (same as A Conference)
• Phase III explore an area identified by the
  teacher as a concern or something they would like
  to learn
• Thank the teacher

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D Conference

• Introduction (same as A Conference)
• Phase I (same as A Conference)
• Phase II (same as A Conference)
• Phase III explore an area identified by the
  observer as a concern or as a possible new area
  to explore
• Thank the teacher

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E Conference (students, teacher and observer
interact)

• Agree on a time and a focus
• Identify how long you are going to be in the room
• Teacher or Observer can stop at an appropriate
  time to ask a question, or to talk about how they
  thought it went -- this can involve students
• Teacher can also ask the observer to teach a part
  or to re-teach a part to see what the kids
  preferred etc. Can at times include
  co-planning/co-teaching

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