POWERFUL ECDA Conference INTERACTION 2018 APPROACH TO COACHING - PowerPoint PPT Presentation

National Institute of Early Childhood Development POWERFUL ECDA Conference INTERACTION 2018 APPROACH TO COACHING

Ms Midah Dana Ms Marie Angelie Ms Cindy Tay Mrs Teh-Ng Cheng Khim LECTURERS WOODGROVE 1 1 BANK

ON-LINE QUESTIONNAIRES Link: https://tinyurl.com/ydehe69z WOODGROVE BANK

OUR SHARING Partnering with Early Childhood Teachers based on five Principles • Principle One : Strengths-based Perspectives to highlight Competence • Principle Two : Articulation, Sharing Observations and Describing why they are important • Principle Three : Individualizing to support the development of Respectful and Trusting Relationships Needed for Learning • Principle Four : A Mutual Learning Partnership promotes Shared Responsibility and Accountability • Principle Five : Modelling Matters – What you say and do influences all outcomes WOODGROVE 4 BANK

BE THE COACH It takes time and practice to learn how to quiet ‘me’ and focus on the teachers. WOODGROVE 6 3 BANK

PRINCIPLE ONE Strengths-based Perspectives to highlight Competence WOODGROVE 7 5 BANK

EFFECTIVE STANCE Coach to extend Connect Learning as a Be Coach Present to Coach WOODGROVE 8 8 3 5 BANK

PRINCIPLE ONE Extending Teachers’ learning Validate Teachers’ competence Intent of finding Teachers’ moments of effectiveness Observe Teachers at work WOODGROVE 9 9 5 5 BANK

PRINCIPLE ONE – VALIDATE TEACHERS’ COMPETENCE Said in that moment on how it Offer a clear impacts a statement on child’s why or what learning. the teacher State the did facts, without judgement WOODGROVE 10 10 10 5 5 5 BANK

COMPARISON Deficit Tally Strength Based WOODGROVE 11 11 11 11 5 5 5 BANK

PRINCIPLE ONE - HELP A TEACHER SEE HER OWN STRENGTH [VIDEO] WOODGROVE 12 12 12 12 5 5 5 5 BANK

PRINCIPLE TWO Articulation, Sharing Observations and Describing why they are important WOODGROVE 13 13 13 13 4 5 5 5 BANK

PRINCIPLE TWO access Putting Observations & thought of educational practices into words communicate reflect clarify WOODGROVE 14 14 14 14 14 4 4 5 5 5 BANK

PRINCIPLE TWO Use with greater intentionality A set of resources Transform Articulatio n Teaching behaviours WOODGROVE 15 15 15 15 15 4 4 5 5 5 BANK

PRINCIPLE TWO Enhance her Think Teacher understanding deeper and owns ‘what’ her explore practice practice new ideas. More Enhance her consciously understanding of ‘why’ competent (theory and outcomes) WOODGROVE 16 16 16 16 16 4 4 5 5 5 BANK

PRINCIPLE TWO - LEARNING TO ARTICULATE THE ‘WHY’ IS AN ONGOING PROFESSIONAL DEVELOPMENT WOODGROVE 17 17 17 17 17 4 4 5 5 5 BANK

PRINCIPLE TWO ACTIVITY – SIMPLE ROLE PLAY Practise Let’s try it WOODGROVE 18 18 18 18 18 5 4 5 5 5 BANK

PRINCIPLE TWO ACTIVITY – SIMPLE ROLE PLAY Joan, the coach, and Randy, the preschool teacher, are having their first visit. Randy emailed to Joan that she would like to enhance on her communication skills with children. WOODGROVE 19 19 19 19 19 5 4 5 5 5 BANK

PRINCIPLE TWO ACTIVITY – SIMPLE ROLE PLAY Jane, the coach, and Sue, the preschool teacher, are having their first visit. Sue emailed to Jane that she would like to motivate children in motor skills development . WOODGROVE 20 20 20 20 20 5 4 5 5 5 BANK

PRINCIPLE THREE Individualizing to support the development of Respectful and Trusting Relationships Needed for Learning WOODGROVE 21 21 21 21 21 5 4 5 4 5 BANK

PRINCIPLE THREE Just Right Fit Tailoring what you say and do to fit the situation and teacher. WOODGROVE 22 22 22 22 22 22 Hsieh et al, 2009 4 4 5 4 5 5 BANK

PRINCIPLE THREE Personality Interests Needs Linguistic Strengths Backgrounds Cultural Know yourself (coach); WOODGROVE Know your teachers. 23 23 23 23 23 23 4 4 4 5 5 5 BANK

PRINCIPLE THREE Maslow’s Hierarchy of Needs WOODGROVE Maslow, 1943 24 24 24 24 24 24 4 4 5 5 5 4 BANK

PRINCIPLE THREE Criterion 3.1 B4. Centre has mentoring programme to facilitate the professional development of teachers.  Needs analysis  Setting and reviewing of targets, goals  Time-line for the activities/implementation WOODGROVE 25 25 25 25 25 25 ECDA, 2017 5 5 5 4 4 4 BANK

PRINCIPLE THREE - QUOTE Communicating and establishing trusting relationships with teachers who are trying to change their practice requires being sensitive to their dilemmas, fears, and celebrations. (Annenberg Institute for School Reform 2004) WOODGROVE 26 26 26 26 26 26 4 4 4 5 5 5 BANK

PRINCIPLE FOUR A Mutual Learning Partnership promotes Shared Responsibility and Accountability WOODGROVE 27 27 27 27 27 27 27 4 4 4 5 4 5 5 BANK

1. Equal Voice – Shared Goals • What it means to them to have a learning partnership? • Experience? • Teaching? Sharing Inviting the Learning experiences partnership Partnership WOODGROVE 28 28 28 28 28 28 28 4 4 5 5 5 4 4 BANK

PRINCIPLE FOUR 1. An equal voice 2. Listen Create a to each balanced and other partnership in 3. Learn the from one relationship another WOODGROVE 29 29 29 29 29 29 29 4 4 4 4 5 5 5 BANK

1. Equal Voice – Shared Goals • …“What are your goals? • … ”Let’s think together And how are you going about the goals of our to get there?” work together?” • Role of an interrogator; an • Role of a cheerleader, co- instructor constructor WOODGROVE 30 30 30 30 30 30 30 5 5 5 4 4 4 4 BANK

2. Listen To Each Other – Shape Professional Conversations With that moments of effectiveness or competence or strengths, invite the teacher to articulate what she thinks had been effective and competent. Allow her to build on it and extend her strengths. WOODGROVE 31 31 31 31 31 31 31 4 4 5 5 5 4 4 BANK

3. Learn From One Another – Shared Problem Solving And Positive Change • Conversation between teacher and manager well initially when she was invited to reflect on the learning she has acquired. • The learning partnership got on well as there was clearly shared responsibility and accountability. • However, the manager eventually said … WOODGROVE 32 32 32 32 32 32 32 4 5 5 5 4 4 4 BANK

3. Learn From One Another – Shared Problem Solving And Positive Change • Now there does not appear to have any apparent shared responsibility and accountability. • The conversation was • and not what the teacher skewed towards what and the manager could the teacher has to do to do together. redeem herself WOODGROVE 33 33 33 33 33 33 33 5 5 4 4 4 4 5 BANK

PRINCIPLE FIVE Modelling Matters – What you say and do influences all outcomes WOODGROVE 34 34 34 34 34 34 34 4 4 4 5 5 5 BANK

PRINCIPLE FIVE Attitudes are caught, not taught. (Fred Rogers) Whether intentionally or not, when you work with teachers, what you say and do teaches them about teaching (Neuman & Cunningham 2009) WOODGROVE 35 35 35 35 35 35 35 4 4 4 5 5 5 BANK

PRINCIPLE FIVE Explicit Modeling • Decide collaboratively Implicit Modeling • Decide through Influence WOODGROVE 36 36 36 36 36 36 36 4 4 4 5 5 5 BANK

PRINCIPLE FIVE Learning happens within the context of relationships. Children and Parents Interaction Teachers Children WOODGROVE 37 37 37 37 37 37 37 5 4 5 4 4 5 BANK

QUOTE: “A Leader is best when people barely know he exists, when his work is done, his aim fulfilled, they will say; we did it ourselves.” – Lao Tzu WOODGROVE 38 38 38 38 38 38 38 5 5 4 4 4 2 5 BANK

WOODGROVE BANK THANK YOU! Ng Cheng Khim + 65 6780 4069 NG_Cheng_Khim@niec.edu.sg 39 39 39 39 39 3 4 4 4 5 5 5 9

REFERENCES Dombro, A. L., Jablon, J., & Johnsen, S. (2016). Coaching with powerful interactions: A guide for partnering with early childhood teachers . Washington, DC: National Association for the Education of Young Children. WOODGROVE 40 BANK