Seven Core Practices for Student Centered Coaching

Handouts – January 12-13, 2016 Student-Centered Coaching with Leanna HarrisEssential Question Reflect/Self Assess Learning Target EQ1: What is Student-Centered Coaching and how does it differ from other coaching modalities?EQ2: What are the seven core practices and how to they support implementation of Student-Centered Coaching?EQ3: How can a coach use reflective discourse practices to increase the effectiveness of their coaching?© www.dianesweeney.com 1 | P a g e Student-Centered, Teacher-Centered, and Relationship-Driven Coaching More Impact on Students------Less Impact on StudentsStudent-Centered Coaching Teacher-Centered Coaching Relationship-Driven Coaching Role The coach partners with The coach moves teachers The coach provides support and teachers to design learning that towards implementing a program resources to teachers. is based on a specific objective or set of instructional practices. for student learning. Focus The focus is on using data and The focus is on what the teacher The focus is on providing support to student work to analyze is, or is not, doing and teachers in a way that doesn’t progress and collaborate to addressing it through coaching. challenge or threaten them. make informed decisions about instruction that is differentiated and needs-based. Use of Formative assessment data and Summative assessment data is Data is rarely used in relationship- Data student work is used to used to hold teachers driven coaching. determine how to design the accountable, rather than as a tool instruction. Summative for instructional decision- assessment data is used to making. assess progress towards standards mastery. Use of Textbooks, technology, and The use of textbooks, Sharing access and information to Materials curricular programs are technology, and curricular textbooks, technology, and curricular viewed as tools for moving programs is the primary programs is the primary focus of the student learning to the next objective of the coaching. coaching. level. Perception The coach is viewed as a The coach is viewed as a person The coach is viewed as a friendly Of the partner who is there to support who is there to hold teachers source of support who provides Coach teachers to move students accountable for a certain set of resources when needed. towards mastery of the instructional practices. standards. Role of Relationship Trusting, respectful, and collegial relationships are a necessary component for this type of coaching. s© www.dianesweeney.com 2 | P a g e Student-Centered Coaching Teacher-Centered Coaching Relationship-Driven CoachingSeven Core Practices for Student Centered Coaching 1. Setting goals for coaching cycles2. Using standards-based learning targets 3. Using student evidence to co-plan instruction4. Organizing coaching through cycles5. Co-teaching with a focus on effective instructional practices6. Measuring the impact of coaching on student and teacher learning7. Partnering with the school leaderCore Practice 1: SETTING GOALS FOR COACHING CYCLES Sample Goal-Setting Conversation Diane I’m looking forward to working with you during our upcoming coaching cycle. What are you hoping to accomplish in our work together? Tanya Well, it’s my kids. They are so low. I mean really low. They can’t even read the books that we are supposed to be using. I’m not sure what to do. Diane Okay, so it sounds like you’d like to focus on reading? (Pulls out the reading standards) Tanya They are also so low in writing. But I feel pretty good about that. We’ve done a lot on teaching writing. So maybe writing would be a better goal. Diane That’s two great options. Reading or writing. It’s really your choice.© www.dianesweeney.com 3 | P a g e Tanya I think reading. I mean they are so low. I’m not sure what to do with them. We are supposed to be using texts that are on grade level. None of my students are even on grade level. Diane Ok, let’s think about the reading piece. We can definitely figure out how to scaffold your students, and we can also think about the texts they are using. That sounds really important to you. What reading unit are you teaching in the next month? That might give us some direction. Are you thinking about reading informational text or literature? Tanya We are shifting to an integrated science unit, so informational text would be best. The students are supposed to be able to resolve unknown vocabulary words that they encounter in the text. This is supposed to increase their comprehension. I’m not sure they can do that. Diane This sounds like a good focus for our coaching cycle. Our goal could be, “Students will use a variety of strategies when facing unknown vocabulary in informational text?” (Refers to the standard for reading informational text). You know, we are really talking about, ‘RI.5.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.’ So we will be on track if we choose this goal. Tanya I guess, as long as you can also help me with what to do about the lower readers. Diane Definitely, we will work on some ways we can scaffold and differentiate. We can try using small groups and vary the text level. There are a lot of instructional practices that we can work on that will support your struggling readers. Sound okay? Tanya Sighs. Okay. But that sounds like a lot. Diane We’ll take on one thing at a time and you’ll be in the driver’s seat. I think the goal is manageable and it will help us stay focused. What do you think? Tanya Sounds good. What did you notice as you read through the conversation? Reflect on the following questions to surface the coaching moves that Diane used to help Tanya develop a goal for student learning. 1- What language did Diane use to focus the conversation on students? 2- What did Diane do to manage the deficit approach towards students? 3- How did Diane validate Tanya’s concerns without letting them overwhelm the conversation? 4- What language did Diane use to make sure that the coaching cycle was based on a standard? 5- How did Diane honor Tanya’s questions about instruction? Qualities of Student-Centered Coaching Cycle Goals Is the Goal….. Not Quite Yet Nailed it! © www.dianesweeney.com 4 | P a g e  Student-Centered (“Students will….”) Implement a writers workshop Students will write a narrative piece based on an event from their own lives Rigorous enough to sustain a coaching Students will demonstrate fluency of Students will utilize a wide variety of cycle single digit multiplication facts strategies to demonstrate an understanding of single digit multiplication  Based on standards Students will increase their STAR scaled Students will use evidence to analyze and score by ____ percentage points evaluate text About student LEARNING Students will use the ACES format to Students will graph, interpret, and explain their mathematical thinking compare proportional relationships Not too broad Students will improve as readers Students will recount stories and determine their central message or theme Not too narrow Students will learn the parts of a cell Students will demonstrate an understanding of cellular structure and how it relates to passive and active cellular transport Role Playing a Goal Setting Conversation:1- Choose one person to be the coach2- Choose another person to be the teacher or group of teachers3- Choose another person to be the observer4- Work through the goal setting process 5- Listen as the observer reports out the language and ‘moves’ that were used during the conversation © www.dianesweeney.com 5 | P a g e Core Practices 2 and 3: USING STANDARDS-BASED LEARNING TARGETS and USING STUDENT EVIDENCE TO PLAN INSTRUCTION© www.dianesweeney.com 6 | P a g e Practice: 1. As you read through the samples of third grade writing, what instruction do you think these students need? 2. Look at the student work a second time with the learning targets as your guide, and use the Four Square Planner to plan what you and the teacher would teach these students. 3. Compare how it felt to look at student work with and without learning targets.Common Core- 3rd Grade Narrative Writing CCSS.ELA-Literacy.W.3.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.  Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.  Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.  Use temporal words and phrases to signal event order.  Provide a sense of closure.Students will write narrative pieces Date Information Knowledge Know- Mastery Ev I’ve heard of It I Can do this How I can teach someone about an event in their lives. with help I Can do else or apply this on the skill to a new my own situationNOTES: I can select an event from my life to write about.I can establish the situation at the beginning of the piece.I can describe the people or characters in my writing.I can tell the events in an order that makes sense to my reader.I can use words that show how time is passing (temporal words).I can describe what my characters are thinking, feeling, and doing. I can end my piece in an interesting way.Four Square PlannerWhole Group: © www.dianesweeney.com 7 | P a g e Group 1: Group 2: Group 3: Group 4: A Learning Target is…  A goal for students  Derived from standards  Written in concrete, student-friendly language  Tracked by students and teachers to assess growth and achievement  About learning, not a task  Easily measurableStudent Evidence includes…  Anything that makes student learning visible  Performance assessments (such as reading, writing, computing)  Discussions with students  Conferring notes  Student work samplesStudent Evidence usually doesn’t include…  Summative assessments from the back of the book  Bubble in assessments Tasks that take lots of time to evaluate/grade © www.dianesweeney.com 8 | P a g e Core Practice 4: ORGANIZING COACHING THROUGH CYCLES Qualities of Coaching Cycles:  Ongoing  Aligned with standards and curriculum  Focused on a goal that is set by the teacher  Incorporate best instructional practices  Incorporate co-planning and co-teaching Components of Coaching Cycles:  4-6 weeks long in elementary, 3-4 weeks long in secondary  1-3 times per week in the classroom during instructional time  at least 1 weekly planning conversation (35-45 minutes long) Getting Your Coaching Cycles Up and Running For sample welcome letters, please refer to page 40 in Student-Centered Coaching and page 38 in Student- Centered at the Secondary Level  For a sample schedule for MS coaching, please refer to page 34 in Student-Centered Coaching at the Secondary Level  For a sample schedule for elementary coaching, please refer to page 33 in Student-Centered CoachingAshley’s POWTOON http://goo.gl/Ni1JdaSample Coaching Letter Good Morning East Pointe Teachers! As a coach, it is my goal to support and assist you to reach your goals for student learning. I look forward to partnering with you to reach your goals for students. In addition to working alongside you in a small-group setting, I would also like the opportunity to work with you in a coaching cycle. In a coaching cycle, we will work together to look at student work, plan lessons, and co-teach. You will choose the focus based on what would benefit your students the most. Once a week we will meet together for a 30- to 40-minute planning session to analyze assessments or student work, discuss lessons, and use this information to drive further instruction. © www.dianesweeney.com p. 9 Please keep in mind that my calendar fills on a first-come, first-serve basis, so please complete and return the attached interest survey as soon as possible. If you would like to participate at a later date, just let me know.Thank you for giving this your thoughtful consideration. I look forward to working with you.Sincerely, SilviaName: I would like to participate in a coaching cycle beginning in November. I would like to participate in a coaching cycle at a later date.1. What would you like to focus on? 2. What are your goals for your students? 3. What is the best time to set up a weekly planning session? 4. Based on your goals for students, what is the best time for me to work with you in your classroom? Getting Started 1. What are your beliefs about coaching?2. How will you communicate your beliefs to teachers?3. How will you partner with the school leader to share the message?© www.dianesweeney.com p. 10 Status of the Faculty Code by Stages on Flaherty’s Flow of Coaching 1- Establishing a Trusting Relationship 2- Recognizing an Opening for Coaching 3- Familiarizing Yourself with the Classroom Context 4- Creating Agreements for Coaching 5- Engaging in Coaching CyclesName School, Department, or Grade Stage Notes LevelCore Practice 5: CO-TEACHING WITH A FOCUS ON EFFECTIVE INSTRUCTIONAL PRACTICES© www.dianesweeney.com p. 11 Coaching Description Purpose Move Noticing and Point out examples or non-examples of students’ Surfaces what the students are doing to inform Naming learning. Note the things you are hearing, what the planning conversations with the teacher. students are saying, what you see the students Establishes a focus on student learning. writing. The focus is on how the students are demonstrating their current understanding in relation to the learning targets. Thinking The coach thinks aloud throughout the lesson so the Provides a learning experience for the teacher Aloud teacher understands the thinking behind the throughout instructional delivery. Also provides instructional moves. For example, why did the coach the coach with more opportunity to address choose this text? How will the coach model a coachable moments right then, rather than saving particular method of problem solving? What did the them for a future planning conversation. coach notice during the conference? Teaching in Maintain close proximity with the teacher and Makes it easier to tap into ‘coachable moments’. Tandem provide your thinking about the instructional However, it is important to align teaching in decision-making as it occurs. This may include real- tandem with the goals that were identified by the time problem-solving, discussion about how to teacher. Otherwise, it could feel evaluative and/or redirect students, and/or discussion about pacing, judgmental. It could also highlight an effective modeling, or delivery of instruction. practice the teacher is currently doing. You Pick The teacher chooses four students to monitor Creates an opportunity for the teacher to have Four across the instructional block(s). Rather than leading ‘eyes in the back of her head’. Provides a more the students through small group instruction, the dynamic sense of student learning as it relates to coach studies the students to provide additional the instruction and learning targets. Informs insights to the teacher. This information is used planning conversations with the teacher. during the planning session. Micro The coach teaches the lesson while the teacher Provides the teacher with a vision for instructional Modeling observes. Ideally the teacher focuses on the delivery. It can also create an opportunity to instructional moves and the impact the instruction dialogue around how instructional moves moved had on student learning. The coach may provide the student learning forward. Modeling can take place teacher with a note taking tool that includes both during a segment of the instructional block rather areas. than across a whole lesson. © www.dianesweeney.com p. 12 Core Practice 6: MEASURING THE IMPACT OF COACHING ON STUDENT AND TEACHER LEARNING RESULTS-BASED COACHING TOOL (RBT) Teacher Name(s): Coach Name(s):Coaching Cycle Focus: Dates of Coaching Cycle:Standards-Based Goal Instructional Practice Student-Centered Coaching Teacher Learning Student Learning What is the goal for student What instructional practices will What coaching practices were As a result of the coaching How did student learning? help students reach the goal? implemented during this coaching cycle, what instructional achievement increase as a cycle? practices are being used on a result of the coaching cycle? consistent basis? Students will… Teacher will… o Goal Setting Teacher is…. Students are… o Creating Learning Targets Standard(s): o Analysis of Post-Assessment Data: Student WorkLearning Targets: o Co-Teaching ___Beginning o Collecting ___Developing Student Evidence During ___Accomplished the Class Period ___Exemplary o Collaborative Planning Number of students: ______o Shared Learning to Build Knowledge of Content and Pedagogy Follow-up/Intervention: Baseline Data: o Other______Beginning ___Developing ___Accomplished© www.dianesweeney.com 13 | P a g e ___ExemplaryNumber of students: Coaching Reflections Teacher ReflectionsPositives: What worked well for you during our collaboration and coaching cycle? Missed Opportunities: What were any challenges or missed opportunities during our work together?14 Next Steps: How do you feel our collaboration positively benefited the students?© www.dianesweeney.com 15 | P a g e Weekly Coaching Logs that Align with the Results-Based Coaching Tool  These logs can be found on pages 18-19 in Student-Centered Coaching at the Secondary Level Coaching Log 1: Identifying a Goal for Student Learning 1. What is our goal for student learning for this coaching cycle? How does our goal connect with the standards? 2. What are the learning targets for this standard? 3. What are some options for assessing students in relationship to the learning targets? 4. When will we meet again and what are our next steps? Coaching Log 2: Creating a Plan for Assessment 1. How will we assess the students to show growth across the coaching cycle? (Note: You can use an existing assessment or create your own) 2. What is the timeline for collecting pre-assessment data? 3. When will we meet again to analyze the data that we collect?Coaching Log 3: Documenting Baseline Data 1. Which students were assessed? Please attach a copy of the assessment tool. 2. How many students performed at the proficient level based on the baseline assessment? ______% of students performed at ______level as determined by the assessment. 3. Based on the data, what are our plans for instruction? 4. Does the data indicate any ways we should be differentiating for students? If so, how? 5. When will we meet again and what are our next steps? Coaching Log 4: Delivering Instruction and Monitoring Student Learning 1. How are the students progressing towards the learning targets? How did we collect formative assessment data? 2. What are the next steps for instruction? 3. What should we do about students who aren’t moving forward? 4. When will we meet again and what are our next steps?Coaching Log 5: Measuring Impact of the Coaching Cycle 1. Which students were assessed? Please attach a copy of the assessment tool. 2. As a result of the coaching cycle, how many of the students performed at a proficient level? ______% of students performed at ______level as determined by the assessment. 3. Does this data indicate any next steps for student learning? 4. What support does the teacher still need from the coach? © www.dianesweeney.com 16 | P a g e Core Practice 7: PARTNERING WITH THE SCHOOL LEADER Leading Coaching School Leadership Coach Sets high expectations for teacher and student Provides support to teachers so they can meet the learning. expectations that have been established by the school leadership.Holds teachers accountable for meeting the needs of Organizes coaching so that it aligns with the the students. accountability measures that are in place.Establishes a vision and sets priorities for how to move Prioritizes work that has the most potential to impact student learning forward. student learning.Makes strategic use of the coach to move teacher Articulates his/her role as a coach and engages teachers learning forward. in the coaching process.Leads the decision making about the scope and Helps teachers design instruction that aligns with breadth of the content that is taught. expectations about the content that is taught.Knows what high quality instruction looks like and sets Skillfully supports teachers to implement high quality the expectation that this is the norm throughout the instruction. school. Is aware of situations when students are Works with teachers across all levels of performance. underperforming and works to address the issue.Leads data-driven conversations with teachers and the Participates in data-driven conversations with teachers coach. and the principal. Spends time in classrooms and provides teachers with Spends time in classrooms to support the delivery of feedback as a result of the observations. effective instruction. Creates the structure and time for teachers to Designs and facilitates collaboration among teachers. collaborate with each other and the coach.Blog Not All Pressure is Positive Pressure by Diane Sweeney http://dianesweeney.com/not-pressure-positive-pressure/© www.dianesweeney.com 17 | P a g e Coach/Principal AgreementPrincipal: Coach: Date: I. THE WORK 1. On what topics/areas should we focus first? o How has or might student data inform this decision? o If necessary, how will we gather the appropriate student data? (student work samples, tests, etc.)2. How will we collect data to demonstrate the impact of coaching on teacher and student learning?II. DEFINING OUR ROLES 1. What roles and responsibilities will we each have in leading professional development? (Large Group, Small Group, and One-on-One)2. How will we introduce the coaching role to the staff?III. ONGOING COMMUNICATION AND SCHEDULING 1. How and when will we communicate?2. What will the coach’s schedule look like?3. How will we support each other?© www.dianesweeney.com 18 | P a g e ENGAGING IN REFLECTIVE DIALOGUE AND DISCOURSE 7 Norms for Collaboration (Garmston, Adaptive Schools)Norm What is it? Observation Pausing Pausing before responding or asking a question allows time for thinking and enhances dialogue, discussion and decision-making.Paraphrasing Using a paraphrase starter that is comfortable for you: “So…” or “As you are…” or “You’re thinking…” and following the statement with a paraphrase assists members of the group to hear and understand each other as they formulate decisions.Posing Questions Using gentle open-ended probes or inquiries such as, “Please say more…” or “Can you tell me about…” or “Then, are you saying?” increases clarity and precision of the group’s thinking.Putting Ideas on the Ideas are the heart of a meaningful dialogue. Table Label the intention of your comments. For example, you might say, “Here is one idea…” or “One thought I have is…” or “Here is a possible approach…” or “I’m just thinking out loud…”Providing Data Providing data, both qualitative and quantitative, in a variety of forms supports group members in constructing shared understanding from their work. Data have no meaning beyond that which we make of them; shared meaning develops from collaboratively exploring, analyzing, and interpreting data. Paying Attention to When each group member is conscious of self Self and Others and of others and is aware of not only what s/he is saying but how it is said and how others are responding. This includes paying attention to learning style and to others in their own language forms.Presuming Positive Maintaining a balance between advocating for a Intention position and inquiring about one’s own and other’s position assists the group to become a learning organization.© www.dianesweeney.com 19 | P a g e NOTES:© www.dianesweeney.com 20 | P a g e

Seven Core Practices for Student Centered Coaching

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