Student-Centered CoachingMaking Coaching About Student Learning JENNIFER

BURTONjburton.readnwrite@gmail.comTwitter: @jenniferburto12Blog: refiningrcraft.blogspot.com

Padlet.com

http://tinyurl.com/decaturpadlet

1. Setting goals for coaching cycles

2. Creating learning targets

3. Using evidence of student learning to plan differentiated instruction

4. Using effective teaching and coaching practices

5. Documenting the impact of coaching

6. Scheduling Coaching Cycles

7. Partnering with the school-leadership

Core Practices for Student-Centered Coaching:

Agenda

Supporting Research from Hattie’s Visible Learning

An effect size above .40 = EFFECTIVE

Handout p. 4

Handout p. 1 & 2

What is a Coaching Cycle?• 4-6 weeks of ongoing work

with individuals or teams

• 1-2 times per week in the classroom during instructional time

• 1 weekly meeting to analyze student work and plan instruction (approx. 45 minutes)

Handout p. 3

Handout p. 3

Coaching Cycles

Stage 1: Goal Setting

Stage 2: Pre-assess & Design

Instruction

Stage 3: Instruction & Coaching –

Modify.

Stage 4: Post-Assessment &

Follow Up

Stages of Coaching Cycles

Core Practice #1: Setting Goals for Coaching Cycles

What do we want our students to know or be able to do?

Standards-Based Goals

Student-Engagement Goals

Student Behavior Goals

Handout: 3rd Grade p. 4 & 5 7th Grade p. 6 & 7

Core Practice #2: Creating Learning Targets

“I can…” statements allow you to unpack the standards.

Handout p. 4

• I can share what is happening at the beginning of the story.• I can…

Handout p. 35

Documenting the Coaching Cycle

1.

2.

3.

4.

5.

Core Practice #3: Using Student Evidence to Plan for Instruction

Pre-assessment

Core Practice #3: Using Student Evidence to Plan for Instruction

“Pre-assessment Data Form” to Show Growth

Core Practice #3: Using Student Evidence to Plan for Instruction

Pre-assessment Data to inform instruction

Handout p. 10

Handout p. 29

Documenting the Coaching Cycle

Using Formative Assessment

Gradual Release Model

Reflective Dialogue & Questioning

Core Practice #4: Using Effective Teaching & Coaching Practices

Core Practice #4: Using Effective Teaching & Coaching Practices

Handout p. 14

Use formative assessment to inform instruction

Core Practice #4: Using Effective Teaching & Coaching Practices

Gradual Release Model – I Do, We Do, You Do

Handout p. 18

Core Practice #4: Using Effective Teaching & Coaching Practices

Handout p. 18

Gradual Release Model - I Do, We Do, You Do

Demo Lessons

Co-Teaching

Observation

Core Practice #4: Using Effective Teaching and Coaching Practices

Reflect on what instructional practices will best support student learning

Teacher Modeling/Think Aloud Turn & Talk or Close Reading Math Workshop

Core Practice #4: Using Effective Teaching & Coaching Practices

Handout p. 19-21

Reflective Dialogue – Open Ended Questions

Debrief

What worked?What would you tweak?Where do we go from here?

Observation or

Lesson Study

Core Practice #4: Using Effective Teaching & Coaching Practices

Core Practice #4: Using Effective Teaching & Coaching Practices

Handout p. 21

Debriefing - Reflective Dialogue – Open Ended Questions

Shifting Logical Levels of Conversation

Shift Up or

Down

Coaching Moves

Read the coaching conversation p. 20 and mark where you notice particular coaching moves that support student centered coaching.

Handout p. 22-24

Let’s try it!Use the following scenario or think of your own and follow the directions on p. 28

More scenarios in handout on p. 29 or come up with your own!

• “My kids are not listening to anything I say. I have to ask them questions or else they don’t pay attention.”

• “My students don’t get it. They don’t understand what I’m teaching. So I have to teach and re-teach every mini-lesson 5-6 times.”

• “I really want to work on getting better at conferring.”

Reflections

Student-Centered Coaching Rubric - Handout p. 30-33

Core Practice #5: Documenting the Impact of Coaching

Weekly Coaching Logs

Identify a Goal for Student Learning

Creating a Plan for Assessment Documenting Baseline Data Delivering Instruction and

Monitoring Student Learning Measuring the Impact of the

Coaching Cycle Handout p. 34-38

“Post-assessment Data Form” to Show Growth

Core Practice #5: Documenting the Impact of Coaching

Core Practice #5: Documenting the Impact of CoachingCoaching Binder

For Each Coaching Cycle Keep:• Results Based Coaching Tool *• Coaching Logs• Pre-Assessment• Pre-Assessment Data Record Form *• Post-Assessment• Post-Assessment Data Record Form*

Core Practice #6: Scheduling Coaching Cycles

Flow of Coaching

Establish Relationships Recognize Openings Familiarize Yourself with the

Classroom Context Create Agreements with the

Teacher Engage in Coaching

Conversations Handout p.39

Core Practice #6: Scheduling Coaching Cycles

Sample Welcome Letter p. 41 & Schedules p. 42-43 in handout

Core Practice #7: Partnering with School LeadershipKey Concepts to Consider

Trust Defining our roles How will student data inform our

coaching? How are we framing coaching? Autonomy, Masery and Purpose? How will all school leaders

support each otherHandout p.44-45

Motivation, Engagement & Professional Development

AutonomyThe urge to direct our own lives

MasteryThe desire to get better and better at something that matters

PurposeThe yearning to do what we do in the service of something larger than ourselves

Develop a Shared Vision & Strategy

How does involvement increase ownership?

Perf

orm

an

ce

Involvement

Directive

Communication & Understanding

Problem Solving

Shared Decision Making

Participative Leadership

Core Practice #7: Partnering with School Leadership

Read the article “Pave the Way for Coaches.” Jigsaw so that each group take one of the five ways to support the coaching model.

Handout p. 44-45

Jigsaw Article

Reflection

How motivated and engaged are you in your work? How do you build in autonomy, mastery, and purpose in your role as a leader?

• http://www.russellheimlich.com/blog/target_blank-vs-target_new/ (Target)• http://coachingchronicles.blogspot.com/2009/10/science-demonstration-lessons.html (Demo

Lesson)• http://hcsamiller.weebly.com/millers-mouthful-blog/archives/04-2013 (student work/post-its)

Resources