Title: Coaching the Reluctant Teacher
1Coaching the Reluctant Teacher
- Britt Humphries, EdS.
- Literacy Instructional Facilitator
- Fort Smith Public Schools
brittsliteracyworkshops.pbworks.com
2Objectives
- Hear some practical ideas
- To learn what professional texts have to say
about coaching the reluctant teacher - Discuss how others have handled hard coaching
situations - Problem solving time
3Real life experience
- Tough conversations and situations
- Using an objective measure
- Hard evidence
- Video taping
- Action plans and timelines
4Tough Conversations
- Sometimes they are necessary
- Remember youre there to help
- You need to have a relationship with the person
before diving in - Keep in mind conferencing with students
- More positives than negatives
- Leave the conversation with one or two things to
work - Have a plan
- Know that the teacher has a reason for what she
does
5An Objective Measure
- Lesson Plan
- Observation Guide
Component Component Observations
Mini-lesson Modeling
Mini-lesson Guided practice
Mini-lesson Ind. Practice
6Video Taping
- Theres no arguing with what you see
- Reflective practice
- Hard evidence that you can see together or
privately - Jim Knight, KU
- Do yourself first
- Creates models for new teachers
7Action Plans Timelines
Activity Purpose Start Date Finish Date Evidence or output
Action Reason Task(s) Misc.
8What do the professional texts say?
- Quality Teaching in a Culture of Coaching by
Stephen Barkley - Negative responses represent real fears and
concerns - Reflect earlier experiences and circumstances
-p.157 - Coaching is not evaluating trust is paramount
-p. 161 - Speedboats, barges, and rocks
-
-p. 157-158
9What do the professional texts say?
- Differentiated Coaching by Jane Kise
- Meet the needs of the teacher
- Relate or apply the learning to the problems
teachers want to solve - Use a common framework for unbiased reflection
- Understand the teachers strengths and beliefs
about teaching and learning - How tightly are teachers beliefs tied to their
own strengths? - What are the teachers beliefs about their role in
student success? - What else keeps teachers from trying new
practices?
(p.11)
10What do the professional texts say?
- Cathy Tolls The Literacy Coachs Survival Guide
Surviving But Not Yet Thriving - Are the teachers goals poor goals or just
different from yours? - To address poor goals
- Keep eye contact direct but friendly
- Use a neutral voice, devoid of judgment,
cajoling, or condescension - Turn your shoulders toward the teacher and
uncross you arms and legs - State your concerns, options, or
perspectives, rather than criticisms,
opinions, or proof.
-p.115 LCSG
11What do the professional texts say?
- Understand the resistance
- When we resist it is because we believe we are
right - Not because we are lazy or unmotivated
- Remember this about teachers
I dont have time for this. Theres nothing I need help with. Theres nothing you can teach me.
I understand. When would be a good time for me to come back? Id like to learn about your work for my own sake. . . You probably have some things you could teach the new teachers. . .
Teacher
Coach
p. 121 LCSG
12What do the professional texts say?
- Focus on coaching conversations.
- Keep the conversations going.
- Treat teachers with dignity and respect.
- Ask only questions you want to know the answers
to if know the answer dont ask. - Use information about students to support claims.
- Develop a sense of what teaching will be like
when goals, interests, or needs are met. - Determine which information will help gauge
whether the goals, interests, or needs are met.
p. 19-20 SBNYT
13Other Sources
- How to Deal With Teachers Who Are Angry,
Troubled, Exhausted, or Just Plain Confused by
Elaine McEwan - Results Now by Mike Schmoker
- The Best Schools by Thomas Armstrong
- Leadership for Learning by Carl Glickman
- Instructional Coaching by Jim Knight
14Your Turn
- How have you as professionals handled difficult
teachers?
15Problem Solving Time
- What are some situations that you are currently
facing? - What are some ideas for helping?
16Remember
- . . . adult learners like to have some say in
the content and format of their learning and like
to see immediate applications.
-
-p.128 LTSG