Coaching for Teacher Growth and Student Achievement

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Coaching for Teacher Growth and Student
Achievement

• European Council of International Schools
• Annual Conference
• November 24, 2007

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• Stephen G. Barkley
• Executive Vice President
• Performance Learning Systems
• 6227 Lower Mountain Road
• New Hope, PA
• 888.424.9700
• sbarkley_at_plsweb.com
• www.plsweb.com

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Teacher Relationships

• Parallel Play
• Adversarial Relationships
• Congenial Relationships
• Collegial Relationships
• Roland S. Barth
• Relationships Within the Schoolhouse
• ASCD 2006

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Coaching Beliefspage 18

• 1) Everyone working in the
  school should be observed once a week
  and receive feedback.
• 2) The most skilled and professional educators
  should be coached the most.

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Peer Coachingpage 24
EVALUATION Outside Criteria
MENTORING
SUPERVISION
PEER COACHING Teachers Choice
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page 14

• Practice Consciously
• Gain Options
• Celebrate

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Gordons SkillDevelopment LadderThe Art of
Teachingpage 42
Unconsciously Talented
Unconsciously Skilled
Consciously Skilled
Consciously Unskilled
Unconsciously Unskilled

• Gordons (1974) Skill Development Ladder

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page 28
Teacher

Administrator
Coach
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• LIST QUESTIONS YOU USUALLY
• ASK IN PREOBSERVATION
• CONFERENCES

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page 88
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LISTENING TESTpage 93

• You believe that . . . . . . . . . . .
• My focus is . . . . . . . . . . . . . . .
• I should notice . . . . . . . . . . . . .