Rethinking PD

When I did PYP training (Making the PYP Happen), I was fortunate to be able to do it all in a weekend. It was a whirlwind weekend, but it was over after two days plus some online time.

I was able to do my MYP training this past school year. It was not the best timing (Is it ever?) but I feel I learned a lot in that short time. My wife is in the middle of her MYP training, and it got me thinking about an effective online PD.

During the first two weeks of her training, the facilitator was online every day. The pace of the workshop was set. The facilitator gave about four assignments a week, which were then turned in and commented on. It was pretty intense, but it looked like a worthwhile effort.

Then suddenly the facilitator was not online for a few days. I said that it is probably just because it is summer and the facilitator is on vacation too. My words rang hollow. The precedent had already been set that the facilitator would be online daily and assignments would be checked regularly.


What might work better?
I have taken many online courses in the last 10 years. Not one of them has put students into small learning teams.

But who will oversee the work?
I would either get extra teacher assistants to help (online courses don't require as much capital to get them going) or monitor each group. Each group would then have readings, blog posts, comments, and projects to do with roles being rotated amongst the group members. In addition, I would create a set routine of when I would be online and when I would check work. That way students would be able to fall into a routine.


I know that facilitating an online course must be a challenge and I don't mean to come down on anyone. But, I do think that the way courses are structured are due for an update. These ideas are here for me incase I decide to use them in my own courses.

Roles and Trust in Coaching

What roles will you take when coaching? 

• Facilitator- Planning and leading meetings, activities, and staff development in one-on-one, small group, or large group situations.
• Collaborator- Working together with colleagues to plan, implement, and evaluate activities.
• Expert - Acting as a subject matter expert on a variety of topics.
• Catalyst - Helping teachers reflect on and improve their practice by using questions strategies and skills that assist colleagues to become effective instructional decision makers. 

What other roles might you take on as a coach?

Innovator -
Very quickly I found myself helping to create a coaching plan and an idea for peer mentoring, as well as helping teachers integrate new tools into their lessons. Many of these happen on a school-wide scale that includes PD. The coach connects teachers in the building to new ideas.


Sounding Board -
Teachers often came to me with ideas they had. Many times it was just to talk and flesh out their plans -- not all of which came to fruition right away, and many needed more time. There were some good ideas that couldn't happen last year, but will form a starting point for this year.

Sometimes teachers would talk to me about personal issues when there was seemingly no one else around. I think that shows how important it is for coaches to be non-judgemental. That stance builds trust.


Caffeine -
I don't really know what to call this on, but I found the coaching role help teachers feel more comfortable to try to implement tech on their own -- even when I was not in the room with them. Teachers seemed more confident having someone in the school who they knew they could count on. This is only referring to technology, and I need to say that we have an awesome technology department. Knowing that someone would be available probably helped give teachers the confidence to try to push their own practice [possibly. this is speculation].

Why is trust-building important in coaching?

• Why is trust critical to coaches?

Most teachers won't move out of their comfort zone and try new ideas if they feel they are being judged. Innovation / moving forward happens in a safe, non-judgemental environment. Coaches play an especially important role in that they work with teachers to create new lessons. Working with someone who is non-judgemental allows you to free your inhibitions and have the confidence to work with the unknown.

• What can coaches do to engender trust? 

As I thought about this answer, I kept coming back to the safety of information. Coaches can engender trust by demonstrating to teachers that the information shared with them will not be shared with others. Once teachers know [negative] information will not be spread by a coach, it is easier to trust and work with them.

Coaching Roles and Responsibilities-4 Part D: Examine Coaching Roles

First Example
ROLES COACH ADOPTED

• Co-planning technology-rich, active, engaging learning activities with collaborating teachers.
• Helping teachers adapt and adopt innovative examples of standards-based, technology-rich projects that are relevant to participating teachers.
  

STAGES OF THE COACHING CYCLE USED

• Prepare
• Reflect (students assess, but by whom?)

IMPACT ON STUDENT LEARNING

reactions:

• Tom said, “Pat has helped me move into 21st Century Teaching!”
• Students learned about multiple authors instead of one.
• After the project, Pat surveyed students and they responded that they were more engaged in their learning during this task than previous assignments.

stated objectives:

Reading

3b. Organize information from resource materials and communicate findings effectively

Writing

1. The student writes clearly and effectively.
1.1 Develop concept and design
c. Focuses text clearly to hold reader’s attention to make a point, tell a story, or describe a process or phenomenon

National Educational Technology Standards for Students

4b. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences. 

student learning:

For the most part, this project was focused on effective communication through organizing, writing, and orally presenting. 

I found it difficult to evaluate a lesson based on a text account. Up to now, my own reflections look much like the one provided, so I want to incorporate more video and student samples in the lesson examples I make next year. 

Define Coaching Roles and Responsibilities

Image via The ISTE Coaching Academy

Review the possible roles and responsibilities and think about which would make the most sense for you to adopt.

ROLES

• Providing just-in-time, just enough advice or training on teaching strategies, or integrating technology.
• Co-planning technology-rich, active, engaging learning activities with collaborating teachers.
• Helping teachers adapt and adopt innovative examples of standards-based, technology-rich projects that are relevant to participating teachers.
• Modeling or team teaching and reflection
• Observing teachers and encouraging reflection on learning activities

RESPONSIBILITIES

• Working with fellow teachers and administrators to determine the most appropriate use of coaching resources.
• Aligning coaching with the existing school professional development initiatives.
• Coaching one or more teachers consistently over an entire school year.
• Tracking coaching work using appropriate tools, for example, a log or record of collaboration; and providing coaching program updates as appropriate to peers in the coaching program and to school staff.
• Engaging administration to support the coaching program as a multi-year investment in teaching and learning improvement.

===

Which of the above roles and responsibilities would make sense in my situation? I think they could all work. 

For the roles, I am currently doing all of them [until now on a limited scale with certain teachers] but I really need to emphasize reflection next school year. Those reflections will allow teachers to show other teachers what works as well as what doesn't work.

Responsibilities too is an area that I am almost doing all of -- if even on a small scale during the first year. Looking at the responsibilities, the weakest of them has been the communication with administration. This school year, that will be a focus.

As a side note, this year I will put more of an emphasis on collecting data about the coaching program.

What roles and responsibilities do peer coaches assume?

Part A: Coach Attributes 

The characteristics or qualities a coach brings to the job are critical to a coach’s success and will shape the roles a coach plays.

1. Jot down your ideas on the qualities that would be desirable for a coach to possess.  You may also want to ask a peer to define a few desirable coach qualities.

• positive / approachable
• You will not ask someone for help whom you don't like or trust (I suppose trustworthy should be another characteristic), so a good coach should be approachable. When I think of the people I approach for advice, one commonality they all have is that they are positive people and creative problem solvers. (I suppose I could have added curious, or problem solver to this list as well).

• risk taker - willing to try new ideas
• A coach will encounter a wide range of lesson ideas -- not all will be in one's comfort zone. Teachers want to work with someone who is willing to try their ideas as well as give them ideas.

• knowledgeable of tools as well as pedagogy
• A coach will be up to date on the best tools for the job, and be aware of new tools that could be used. More than the technology, however, student learning should take precedent. A good coach will know this and always place student learning at the forefront.

• patient
• Another characteristic of a coach is patience. A coach understands that plans do not always turn out as expected. Coaches should be able to adjust as needed.
• The skills and experience integrating technology can vary greatly between teachers. Coaches require patience with those who need it.

• proactive
• Coaches seek out ways to help others by making observations and offering suggestions. Often this will be without being asked. This can be in the form of looking at the curriculum map and gathering resources and ideas ahead of time.

• good listener
• Coaches are good listeners. 

===

1. Review the qualities teachers who collaborated with coaches say strong coaches should possess.  Teachers say a successful peer coach:

• Is able to build trust with peers.
• Builds on what a teacher needs.
• Is a team player.
• Communicates well and listens to teachers.
• Knows what teachers are doing in their classrooms.
• Can show teachers how to replace what they are doing with something better, not just present technology as an add-on.
• Is highly organized and plans well in advance with teachers.
• Provides a safe, risk-taking environment and is non-threatening, non-judgmental, and accepting.
• Is flexible.
• Has enough depth and breadth of knowledge to help teachers who are at various stages of technology integration, including knowledge of appropriate instructional strategies.
• Knows how to organize and structure a technology-rich classroom.
• Is recognized by staff as a strong/outstanding teacher.

1. After reviewing your list, and the ideas of coaches’ collaborating teachers identify one or two most important qualities of a strong coach.
1. Communicates well and listens to teachers
2. Knows what teachers are doing in their classrooms
2. Keep your list of attributes handy as you define your roles as a coach and develop your coaching plan.