Bonnie Blan
B Squared Consulting
[email protected]
Teacher Efficacy is Positively Correlated to
Student Achievement!
Q.S.L.
Teacher Efficacy
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Teaching is a complex intellectual activity
Teachers who think at higher levels produce
students who are higher achieving, more
cooperative, and better problem solvers.
Unconsciously Competent
Consciously Competent
The Coaching Zone
Consciously Incompetent
Unconsciously Incompetent
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In The Coaching Zone:
 Learn New Theory
 View a Model Example
 Positive or Negative
 Practice/Emulate the Model
 Receive Feedback
 Extremely Important!
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A form of mediation that may be applied to
professional interactions in a variety of
settings and situations with the intention of
enhancing self-directed learning.
A composite of skills and strategies, maps
and tools and mental models and beliefs.
A model for classroom mediation to enhance
students' self-directed learning.
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Increased student achievement
Greater teacher efficacy and satisfaction
Higher levels of teacher cognition
More professional, collaborative cultures.
E=
[C3(C1+C2)]e
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E = Efficacy
C1 = Confidence
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C2 = Competence
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◦ Willingness to take risks
◦ Confidence by itself is arrogance!
C1
◦ Skill & Knowledge
C2
C3 = Consistency
◦ A set protocol is constantly followed
e = Effort
◦ Amount of quality work applied
E
C3
Efficacy Cycle
e
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Will develop understanding of structured
conversations for:
◦ Planning
◦ Reflecting
◦ Problem-solving.
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Will develop knowledge and skills for
expanding teacher thinking.
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Developing Trust And Rapport In
Relationships
Questioning For Mediation Of Teacher
Thought Processes
Using Effective Response Behaviors To
Enhance Teacher Cognitive Processes
Using Style Knowledge To Enhance
Collaborative Relationships
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Applying Five States Of Mind To Enhance
Teacher Self-directedness
Developing Teachers' Autonomy And Sense
Of Community By Increasing Their Efficacy,
Craftsmanship, Consciousness,
Interdependence And Flexibility
Distinguishing Between Coaching And
Evaluation
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Many districts have trained administrators
and mentors to use the model as part of
professional supervision processes.
Teachers use the model to peer coach one
another and with students in classroom
settings.
The five states of mind have served as tools
for assessing teacher development and have
even been used as criteria for hiring.
Participants often state that this work is
fundamental to their ability to serve as a
constructivist leader or instructor.
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Providing
Providing
Providing
Providing
Tools
Encouragement
Feedback
Success
https://www.youtube.com/watch?v=UY75MQ
te4RU
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Provides a framework and tool kit for working
with adults and students and supports
◦ Self-monitoring
◦ Self-managing
◦ Self-modifying
http://education.jhu.edu/PD/newhorizons/strategies/topics/Cognitive%20Coaching/ind
ex.html
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Specific peer coaching model developed by
Art Costa and Bob Garmston that focuses on
the cognitive processes of teachers.
Cognitive Coaching is “a set of strategies, a
way of thinking and a way of working that
invites self and others to shape and reshape
their thinking and problem solving capacities”
(Costa, 2002)
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Involves mediated thinking, or becoming
aware of what is going on inside your own
head.
Cognitive Coaching allows the teacher to
make his or her own decisions about his or
her own teaching practice.
Decisions can be whether they are effective or
ineffective and how to improve.
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Act as a mediator between the teacher and
his or her own thinking by encouraging the
teacher to reflect upon what is happening in
his/her classroom and how to make changes
or improvements.
Not an Evaluation or Performance Appraisal
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Thought and perception produce all behavior.
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Teaching is constant decision-making.
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To learn something new requires engagement
and alteration in thought.
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Humans continue to grow cognitively.
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•fficacy: Knowing that one has the capacity to
E
make a difference and the willingness to do so.
Flexibility: Knowing that one has and can develop
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options to consider and being willing to
acknowledge and demonstrate respect for
diverse perspectives.
Craftsmanship: Seeking precision, refinement,
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and mastery.
Consciousness: Monitoring one’s own values,
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intentions, thoughts, and behaviors.
Interdependence: Contributing to the common
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good and use of group resources to enhance
personal effectiveness.
5 States of Mind - EFFICACY
Efficacy:
Knowing that one has the capacity to make a
difference and the willingness to do so.
Example: Teacher feels stuck/powerless
"I just can't get anywhere with this student's
parents! They don't see the problem!”
Self-prescribing strategy: Shifts responsibility from
others to self,
Get the teacher to consider ways they can influence
the outcome of a problematic situation.
"You've told me how the parent responded. What
did you do or say after they responded to you?
Could you tell me how you first told them about
the problem? Could you have told them about it
any differently or responded differently?"
Efficacy:
Knowing that one has the capacity to make a
difference and the willingness to do so.
Example: Teacher has run out of ideas
"I have tried everything I can think of to get
them to....."
Choice Making Strategy: Opens up a
brainstorming session.
Should only be used if the teacher has reached a dead end.
Discuss a list of possibilities, then ask the teacher to choose
the idea that might be most appropriate for the given
situation.
“What have you tried so far? Were any of the things you tried
somewhat effective? Let's see if we can come up with some
other ideas and weigh them for their effectiveness."
Efficacy:
Knowing that one has the capacity to make a
difference and the willingness to do so.
Teacher attributes situation to fate or luck
"I lucked out to have things go so well during
the observation!"
Correcting Fate Control: Shifts focus onto
personal contributions
The Teacher is made to acknowledge the
success or failure
"What do you think you did to help make
things go so well? Could you use any of those
strategies again sometime?"
Efficacy:
Knowing that one has the capacity to make a
difference and the willingness to do so.
Teacher feels frustrated with situation
“I am getting so tired of the way that group of
students behaves during group time!"
Drawing from Past Experience Strategy:
Encourages the teacher to pause and reflect
on possible successes in similar situations in
the past and evaluate their effectiveness in
handling the current problem.
"Have they always behaved that way during
group time? What has been going on during
those times when they do behave well in
group?"
Flexibility: Knowing that one has and can
develop options to consider and being willing
to acknowledge and demonstrate respect for
diverse perspectives.
Example: Teacher is negative about actions of
others
"It upsets me when my colleague criticizes my
lessons."
Considering Intention Strategy: Encourages
teacher to consider possible positive
intentions of another's action, looking at the
issue from multiple perspectives.
"Let's try looking at it from their point of view;
what reasons might they have for doing that?
Have you ever thought that they might be
trying to help you?"
Flexibility: Knowing that one has and can
develop options to consider and being willing
to acknowledge and demonstrate respect for
diverse perspectives.
Teacher sees situation from only one point of
view
"The girls are always lined up on time when I
pick them up from lunch."
Style Check Strategy: Encourages awareness of
others' styles, beliefs, values, and behaviors
"What do the girls do during lunch? What are
the boys doing differently? Could this have
some effect on the time it takes them to line
up?"
•raftsmanship: Seeking precision, refinement,
C
and mastery.
Teacher’s responses are vague
"The week went okay..."
Communicating with Specificity Strategy:
Prompts teachers to elaborate through use of
probing questions and clarifying questions
"The last time we talked, you expressed some
concern about the upcoming math lesson on
double-digit multiplication. How did that go?"
Craftsmanship: Seeking precision, refinement,
and mastery.
Teacher’s request for help is vague
“I don't understand how to get them to write
well...."
Eliciting Specific Criteria Strategy: Requires
teachers to be more specific about indicators
and criteria they are considering.
What do you mean by "write well?" Does this
include grammar and punctuation? Can you
give me an example of what you consider
good writing and an example of what you are
seeing that concerns you?"
Craftsmanship: Seeking precision, refinement,
and mastery.
Teacher demonstrates temporal vagueness
"I always run out of time getting the ideas
across, and the students do not have time to
do any guided practice."
Managing Time Strategy: Encourages the
teacher to give more consideration to time
management: sequencing; duration;
simultaneity - dealing with students who
have mastered content already
"Let's look at your next lesson and see how we
can work on ways to help you manage your
students' time to get in that practice."
•onsciousness: Monitoring one’s own values,
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intentions, thoughts, and behaviors.
Teacher’s conscious decisions are not apparent
“I‘m going to have them do a seek-and-find
for science."
Metacognition Strategies: Leads the teacher to
consider internal values, goals, thoughts and
feelings about external events
"Why did you choose that activity? Is that the
best way to get the students to show you
their understanding of the topic?"
Mental Rehearsal Strategy: Leads the protégé
to envision and mentally enact the planned
activity
"How do you plan to introduce that lesson?
What will you say? Will you use any props?"
I•nterdependence: Contributing to the common
good and use of group resources to enhance
personal effectiveness.
Teacher is in a conflict situation
"We're having problems getting along with one
of the other staff members; she doesn‘t want
to plan with the team."
Values Search Strategy: Focuses on values
espoused by the different points of view.
“Let's look at why your team wants to plan
together. How does that benefit them? How
does your colleague's absence effect them?
Why do you think your colleague chose not to
take part in team planning? How does this
benefit her?”
Interdependence: Contributing to the common
good and use of group resources to enhance
personal effectiveness.
Teacher is negative about group behavior
"My third period class is so rowdy, I just cannot
do anything with them!"
Talent Search Strategy: Encourages teacher to
consider potential capacities of the group as
a whole and individual members of the group,
focusing on strengths
"Are there any individuals in the group that you
can work with well? Have there been any
times when they have been successful as a
group? Why do you think they were successful
then?"
Interdependence: Contributing to the common
good and use of group resources to enhance
personal effectiveness.
Teacher feels isolated, at a loss
"I just don't know where to go to get help
working with these parents!")
Resource Banking Strategy: Encourages teacher
to consider ways to seek help and assistance;
suggests ways others might deal with a
similar problem
"Have you talked to some of the teachers the
kids had last year? Maybe they can give you
some pointers. You might also want to ask
the counselor for some tips on working with
those parents."
Group Support Strategy: Encourages teacher to
make others on staff aware of the problem,
raising it to a team awareness level for
problem-solving
"Have you brought this up at your staff
meeting? Your colleagues might have some
clues to working with those parents."
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From Coaching Participant
It involves:
• conversation skills
• listening skills
• nonverbal language
• giving constructive feedback
• developing trusting relationships
Paraphrasing:
What I hear you saying is…
Builds rapport! Proves you are listening!
Clarifying:
What do you mean by…
Tell me more about…
Creates common ground!
Mediating:
What would it sound/look like if…
Changing the action, not the person!
Objective not personal!
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Model Coaching Conversation
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https://www.youtube.com/watch?v=AfbvspitraU
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Reflecting
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https://www.youtube.com/watch?v=kVajUaR0EJQ
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Active Listening – Paraphrasing
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https://www.youtube.com/watch?v=QRfTylX46pU
Paraphrase when possible to clarify what the
teacher meant to communicate as well as
demonstrating what he or she gleaned from
the conversation or observation.
The following statements are good
paraphrasing sentence starters:
_ What I hear you saying is...
_ Tell me what you mean when you...
_ Do I understand correctly that you mean...?
Step 1 – Pre Conference
 Prior to the actual observation
 15-20 minute discussion
**The teacher may need time to think about
the actual lesson. It is okay to email
responses or a lesson plan before the
observation. Make sure to determine the
focus during the conference.
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What will be the goal or objective for the
observation?
What are your plans? How will you teach the
lesson?
How will students be assessed during the
lesson?
What would you like me to focus on during
the observation?
What is working well at this time?
What are your concerns?
Step 2: Observation
Select an Observation Tool
 a) Selective Scripting
 b)Webb’s Questioning
 c) Movement Patterns
 d)Content, Strategies, and Alignment
 e) Classroom Management Feedback
 f) Seating Chart
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Record what the teacher says in the first
column and what students say in the second.
Useful for collecting information about:
◦ What the teacher emphasizes (positively and
negatively)
◦ How teacher expresses expectations of students
and communicates learning goals
◦ How teacher facilitates students’ connections
between prior knowledge and new learning
◦ How teacher gives directions and how students
respond
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Useful for collecting information about:
◦ How the teacher frames the purposes and
directions for each segment of the lesson
◦ Types of questions asked by the teacher and the
students, as well as the types of responses that
these questions elicit
◦ How a teacher checks for understanding
◦ How a lesson is differentiated, adapted, or modified
◦ How the teacher uses student responses to guide
instruction
◦ Who speaks in the class and in what context (whole
class, small group, etc)
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Which students are doing what at regular
time intervals
Which students and groups of students are
participating and at what points in the lesson
this participation occurs
Which students are talking and when
Where the teacher directs questions
How the physical environment facilitates
student interactions and access to materials
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How the teacher moves around the room and
interacts with individual students and/or
groups of students
How the teacher’s interactions vary from
student to student in terms of quality,
duration, and focus
Which students move around the room and
when
The extent to which individual students are
engaged in the content and processes of the
lesson
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The coach observes teacher in the classroom
teaching the identified focus area for the
lesson.
The coach is NOT involved in teaching the
lesson, in interacting with the students or
teacher in any way.
The coach only observes and records
observable behaviors and actions.
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After the actual observation (try to meet
within 3 days after the observation)
15-20 minute discussion
◦ 1) Reflect on Lesson and Analyze Data
◦ 2) Use the Post Conference Reflection as a guide
◦ 3) Be supportive and non judgmental
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Coach helps the teacher become more
reflective about the learning that has
happened….
By asking questions,
Providing data,
And Facilitating the teacher’s own evaluation
of the lesson.
The coach does not evaluate the lesson.
Topics to Cover
 Purpose for learning
 Attention
 Learner Centered Focus
 Thinking Skills
 Assessment
 Anticipation of Problems
 Evaluation
◦ What Worked?
◦ What Would You Change or Improve?
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3.
Pick a Partner
You have 15 minutes to review “Lesson
Plan”, make notes with Extended Activities,
Technology Integration, Online Resources &
“Plan” your “Classroom Lesson”
Each person will conduct a Pre-Conference
with their partner using the Pre-Conference
Questions as a Guide.
6 Major Creative Thinking Principles
1. Separation Idea Generation from
Evaluation
2. Test Assumptions
3. Avoid Patterned Thinking
4. Create New Perspectives
5. Minimize Negative Thinking
6. Take Prudent Risks
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Look back over the messages you've been
sending to your mentee and the discussions
you've been having.
Do you notice any particular patterns arising?
Are you playing the role of expert too often and
trying to solve problems, rather than guiding
your mentee to solve his/her own problems?
Are you limiting what you communicate to your
mentee to one particular type of message?
Do you challenge your mentee to reflect upon
his/her teaching and make future plans?
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Do you schedule both planning discussions and
reflection discussions?
Do you make plans for ways to guide your mentee?
Do you keep up communication with your mentee
without regular prompting from an administrator?
Periodically assessing your effectiveness as a coach
will help you fine-tune your role as a mentor.
Taking the time to self-evaluate regularly will also
help you build a stronger, more mutually beneficial
and enjoyable relationship with your mentee.
Bonnie Blan
B Squared Consulting
[email protected]
[email protected]