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Proposal template

Transcript: The Impact of Self-Grading on Middle School English Students’ Writing Skills Angelica Smith - University of Maryland Abstract Superficial teacher feedback on writing assignments combined with little to no student effort to reflect on any feedback keeps students from the opportunity to refine essential metacognitive skills. Previous research indicates that self-grading is an effective strategy for students to practice metacognitive awareness. After 9 weeks of instruction incorporating either self-grading or providing traditional teacher feedback for reflection on writing assignments, gains of 85 seventh graders’ writing scores for organization will be analyzed to determine the extent to which the metacognitive experience of self-grading improves performance. Empirical evidence should help teachers ascertain whether the time-consuming practice of self-grading is valuable to student learning. Statement of Problem Peer- and Self-assessment are not as widely practiced as they could be because teachers' goals are to save as much time as possible and to ensure grade accuracy for all students. Logistical, pedagogical, and metacognitive benefits of peer- and self-assessment were contested and needed to be put to the test. Students don't reflect on teacher feedback on writing assignments and miss out on opportunities to refine metacognitive skills necessary for learning. Significance The proposed study contributes more knowledge about the benefits of self-assessment on student learning The proposed study helps teachers ascertain the value of incorporating self-assessment into their regular practice in improving performance, despite how much time is required for planning and preparation. Research Foundation The Impact of Self- and Peer-Grading on Student Learning Philip M. Sadler and Eddie Good After a Supreme Court decision in favor of peer-grading in classrooms, Sadler and Good decide to put benefits of self- and peer-grading to the test that are of teacher interest (p. 13) Participants included four middle school science classrooms Issues of interest: Student grades as substitute for teacher grades Student grading as a tool for student learning Results: High correlation between teacher and student grades Bias within student grading in self- and peer-assessment Self-assessment students made most gains in test scores Rationale for Proposed Study Test familiarity could have effected results Realistic assessment to determine student learning Research Questions / Hypotheses To what extent does the experience of self-assessment (training and process) impact students' writing organizational skills? Students who participate in self-assessment will improve their writing organizational skills significantly more than comparison students. Methods Participants 113 students in 4 sections of seventh grade English and their teacher No previous instruction on concept being taught during data collection Same age-range as students in original study / Studying different content Measure Scoring Guide for Writing - five or six traits writing rubric; traits include: Ideas & Content, Organization, Word Choice, (Voice,) Sentence Fluency, and Conventions; scores range from 1-lowest to 5-highest. The proposed study will target scores in Organziation. Different from measure in original study in that it is county-/teacher-designed, not student-designed, and assessess aspects of writing instead of science. Procedure All students receive instruction on the Well-Developed Paragraph (WDP) formula: a tool students are required to use to structure WDP's when writing literary analysis. 2 sections in control group (receive traditional teacher feedback on writing assessments); 2 sections in experimental group (trained and participate in self-assessment process) Of the four WDP's written to assess mastery of reading and writing skills, organization scores for first and fourth WDP will be collected. Data Analysis To what extent does the experience of self-assessment impact student's writing organizational skills? Descriptive statistics (means and standard deviations) are calculated in both groups for the first and fourth WDP. Gains from first to fourth WDP are calculated, and mean gains are found. t-test is conducted to determine the significance of the gains in both groups. EDHD 662 Fall 2012 Awareness of progress and performance Ability to modify strategies mid-task Evaluating Reference Sadler, P. M., & Good, E. (2006). The Impact of Self- and Peer-Grading on Student Learning. Educational Assessment, 11(1), 1-31. Assess final product Evaluate strategies used Planning Monitoring Theoretical Foundation: Metacognitive Regulation Selecting strategies Choosing/acquiring resources

Coaching Proposal

Transcript: APR QUARTERLY FOLLOW-UP QUARTERLY REVIEW Apply CC "Yellow+Blue Sheet" format annually and "Green Sheet" for Qtrly follow-up JUN Coaching Process DEC/JAN Pluses: + Frequency of feedback + Simple and scalable process + Consistency of process and conversation quality + Individually tailored feedback + Impact on behavior change and engagement + Ability to safely address performance problems with same system + Feeds other talent management systems + Aligns individual goals to organizational Often includes: two-sided, future focus strengths-based conversations decoupling of comp & performance discussions Challenges: - Requires managers to embrace role of coach - Paradigm shift requires training and change management: - Skilling up managers as coaches - Elevating HR from policy police/cat-herder to strategic coach of coaches (Coach2s, or coaching consultants) JAN Evaluating Evaluating Coaching ------ Includes Rating & Link to Raise and/or Bonus ------ Possible Process Options MAR A Ongoing Coaching (Weekly/Bi-Weekly 1:1s): 1) Accomplishments 2) Upcoming Priorities 3) Challenges/Learnings 4) Update on goal progress Coaching $ALARY CHANGES ANNUAL 3-STEP COACHING DEC/JAN QUARTERLY REVIEW w/ MERIT INCR Quarterly Coaching to Revisit/Update: 1) Employee Input 2) Coaching 3) Development Plan C ----- No Rating/No Link to Bonus Scheme ----- Annual Coaching: 1) Employee Input (4 Ques) 2) Coaching (S/AFI/DR) 3) Development Plan (Goals) JAN Performance Management Paradigms Apply CC format as designed (no rating & comp changes communicated separately) CB Qtrly Reviews as of Q4 2016 CB Quarterly Review Process Evaluating SEP OCT QUARTERLY REVIEW QUARTERLY FOLLOW-UP Often includes: summary label, grade, rating forced rankings or quotas attempt to directly link to salary increase Apply CC format as designed (no rating & comp changes communicated separately). Implement OKRs alongside CC JUL Pluses: + Frequency of feedback + Simple + Flexibility for employee/manager to apply own style to review QUARTERLY REVIEW Challenges: - Inconsistency in quality of feedback - Impact on lasting behavior change - Internal competition from perception of scarcity around top ratings - Subjectivity of targets associated with ratings - Goals risk incentivizng individual success over team goals - Additional opportunity exists to emphasize employee aspirations/career development Success of System Should Be Measured By: 1) Behavior Change 2) Increase in Motivation 3) Increase in Retention 4) Increase of Internal Promotions 5) Minimizing Legal Exposure Apply CC "Blue Sheet" format to Qtrly Feedback QUARTERLY FOLLOW-UP QUARTERLY REVIEW w/ MERIT INCR E D JAN Each Quarterly Review Includes: - Self Review with Rating (submitted electronically) - Manager Review with Rating (delivered in-person if possible, or verbally with video) - Link between rating and bonus % Coaching ANNUAL 3-STEP COACHING B

Coaching Program Proposal

Transcript: Setting up for an Effective Instructional Coaching Program Resources By Elizabeth Lord Aguilar, E. (2013). The art of coaching: Effective strategies for school transformation. San Francisco, CA: Jossey-Bass. Bass, B. M., & Riggio, R. E. (2010). The transformational model of leadership. Leading organizations: Perspectives for a new era, 2, 76-86. Brightmorning (2014, October 9). 10 ways for administrators to support coaches. Fisher, D., Frey, N., & Almarode, J. (2019). 5 Questions PLCs should ask to promote equity. The Learning Professional, 40(5), 44-47. Instructional Coaching Group. (August, 28 2017). 7 Success Factors for Coaching Programs [Video]. You Tube. Knight, J. (2018a). Escape from the zero-learning zone. ASCD. Knight, J. (2018b). The impact cycle: What instructional coaches should do to foster powerful improvements in teaching. Corwin. Knight, J. (2019). Students on the margins. The Learning Professional, 40(6), 28-32. Sweeney, D., & Harris, L. S. (2020). The essential guide for student-centered coaching: What every K-12 coach and school leader needs to know. Corwin Press, Inc. Work of a Coach "A highly effective, comprehensive coaching program in a school or district supports coaches to systematically gather a range of evidence to illustrate the impact of coaching on teachers, administrators, and students." Increased Student Achievement Increase Teacher Efficacy Collective leadership across school system Aligned to School Improvement Goals increased staff ownership and responsibility for leading improvement efforts Outcomes of a Successful Coaching Program Increase of teacher use of data to inform practice Equitable practices to close achievement gaps Positive cultural change Collaborative, reflective practices of teachers High levels of using new learning in teaching (Aguilar, 2013) The Coaching Program Jim Knight's Impact Cycle Identify Current Reality Gather data, determine this with the teacher. Goal Powerful, Easy, Emotionally Compelling, Reachable, Student-focused Coach asks identify questions and the teacher is the expert Teaching Strategy "instructional coaches balance advocacy with inquiry by fighting their desire to solve teachers' problems, by listening effectively and by posing all ideas provisionally." Identify a high-impact instructional practice (Knight, 2018b) Coaching cycles 4-6 weeks. Improve Learn The Instructional Playbook Checklists communicate essential elements of teaching strategies Modeling [...] in teachers classrooms with students present, in teachers classrooms without their students present, coteaching, visiting another teacher's classroom, and watching video. 1. Confirm Direction Ensure you are on the same page. Given the time we have today, what's the most important thing for us to talk about? 2. Review Progress (Data Review) What has gone well? What did you learn? What roadblocks are there? Watch out for the implementation dip! 3. Invent Improvements Don't give in to the "advice monster" Dialogical approach You might modify a strategy; tighten up, go back to the original, make a change. 4. Plan Next Actions Identify date and time of next meeting Identify tasks for next meeting Estimate when the tasks will be completed. (Knight, 2018b) (Knight, 2018b) 5 characteristics of effective coaching activities 1. Intensive and ongoing (4 or 6 week cycle) A sustained learning & reflective process 2. Activities relate to current problem areas Specific to student/ classroom needs 3. Teachers think about student thinking Attend to student thinking and reasoning and adjust instruction accordingly 4. Develop efficacy of teacher community Supports teacher risk taking and professional discourse 5. Active learning Participating in the pedagogical process (Gibbons & Cobb, 2017) A coach must believe they are... Find Your Ground "New coaches tend to focus on the actions, behaviors, and outward indicators of coaching, such as questioning techniques, observations, and giving feedback--the doing of coaching. Below the surface of what we do is what we think and believe about what we're doing. Finally, below that layer of beliefs and thinking is a layer of being-who we're being when we're coaching" (Aguilar, 2013). Establish your understanding of the current system A leader. Jim Knight defines this as, "The best leaders are ones who are ambitious for change and deeply respectful of the teachers, responsive, but also committed to improving things, making things better for kids" (Instructional Coaching Group, 2017). A partner. "Effective instructional coaches see coaching as a partnership of professional conversation between equals within which collaborating teachers make the decisions about what happens in their classroom" (Knight, 2019). A believer of hope and change in the education system. "We

Proposal template

Transcript: The Challenge Why Taming Tigers? 1 Day Experiential Equine workshop - Step away from the day-to-day and work as a team on a challenge which is stretching for everyone Build understanding of your own Tiger and the Tigers within the team, plus strategies to tame him Experience the "Hero's Journey" in one day in order to anticipate the journey of change you are about to experience Put yourself to the test physically and mentally with support from your colleagues One to one consultation and coaching over 6 weeks SMT members will: Build an intensive relationship of trust and openness with their facilitators Become very honest with themselves about their personal blocks, attitudes and Tigers (and develop strategies to minimise them) Understand their contribution to the team and to the success or failure of the Evolution project Commit, hearts and minds, to the project by identifying the business critical and personally critical outcomes of the project Team Contract workshop: Aligning the team behind a shared goal, team rules and a powerful sense of purpose and momentum (with roadmap) to deliver on the vision The result is a contract, signed, owned and policed by the the team itself which defines exactly what is required to achieve success and how to get there Tigers are tamed, rulebooks re-written, the team is out on the pitch Quarterly review: Setting the compass together makes the Tiger roar. Delivering on the contract agreed makes him roar again. During 2013 we will help the SMT maintain momentum, address obstacles, upgrade the team culture and apply the 10 Rules to tame the Tiger who WILL roar if the goal is bold enough...which it is. Group of peers, reporting from their silos Differing levels of commitment to the goal Resistance to change, fear of change "This is how we do it here" "Who can I blame?" Senior executives Distrust of each other "This isn't going to affect me" "We can do this without assistance" Team driving forward the ambition Completely aligned Out on the track "How can we do it better?" "I am responsible" Team of inspirational leaders Trusting each other to deliver "I am part of creating the future" "To achieve this we must change...and that means accepting help" (cc) photo by Metro Centric on Flickr doodles We aren't neutral - we are as responsible for delivering your ambition as you are This is what we do. We help leadership teams to set and achieve their bold goals We are business focused. This isn't a "jolly", a conventional "team offsite" or a "team building" programme. It is about business We are experts in our field (4 books published, 150 years combined experience in the change industry, additional 150 years experience in business and public sector leadership roles) But don't just take our word for it... From notes Steve Hardy, Chief Executive, AXA Personal Lines Experiential workshop - 2 days Quarterly review - 4 x half day sessions To The current reality... Notes "It's stunning how it's worked. Our organisational goal and the words Taming Tigers are everyday phrases now. We are seeing real change." Evolution (cc) photo by jimmyharris on Flickr (cc) photo by Franco Folini on Flickr Double click to crop it if necessary Bold ambition The very shape of the business needs to change The SMT is under scrutiny - Is it a strong team? Does it believe in the vision? Is it trusted to lead this change? The SMT needs to become even more sophisticated to succeed The full SMT will be in place by September - the clock is ticking outlook from the top (Note to SMT) You will need to be: Fully committed to the "Amazon" vision Speak honestly (the process will support that) Learn how to tame the Tiger Be willing to try something different Commit the time to driving forward the vision Treat us as part of the business, an extension of your team Team Contract workshop - 3 days offsite plus action steps Option 1 investment: Experiential phase: £6750 Consultation phase: £13,500 Team Contract workshop: £19,850 Quarterly review: £12,000 TOTAL: £52,100 plus VAT and expenses Includes: 16 months of support from Taming Tigers for the SMT to re-write industry rulebooks and drive forward the new business vision as a team A tried and tested process made bespoke for you A combination of individual development, team bonding, experiential learning and open, honest dialogue facilitated by world class experts A committed team at Taming Tigers who will not only help you set the team's compass but achieve the goal, whatever it takes photo frame The objectives - Consultation and Coaching - 3 x 2 hours over 6 weeks Place your own picture behind this frame! (cc) photo by Metro Centric on Flickr details map Option 2 investment: Experiential phase: £6750 Team Contract workshop: £24,750 TOTAL: £31,500 plus VAT and expenses Includes: 2-3 months of support from Taming Tigers for the SMT to re-write industry rulebooks and identify the roadmap to drive forward the new business vision as a team A tried and tested process made bespoke

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