Student-Centered
Coaching
Making Coaching
About
Student Learning
JENNIFER
BURTON
jburton.readnwrite@gmail.com
Twitter: @jenniferburto12
Blog: refiningrcraft.blogspot.com
Padlet.com
http://tinyurl.com/decaturpadlet
Core Practices for
Student-Centered Coaching:
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
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
Stages of Coaching Cycles
Stage 1:
Goal Setting
Stage 4:
PostAssessment
& Follow Up
Coachin
g Cycles
Stage 3:
Instruction
& Coaching
– Modify.
Stage 2:
Pre-assess
& Design
Instruction
Handout p. 3
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.
• I can share what is happening at the beginning of the story.
• I can…
Handout p. 4
Documenting the Coaching Cycle
1.
4.
3.
2.
5.
Handout p. 35
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
Documenting the Coaching Cycle
Handout p. 29
Core Practice #4:
Using Effective Teaching &
Coaching Practices

Using Formative Assessment

Gradual Release Model

Reflective Dialogue &
Questioning
Core Practice #4:
Using Effective Teaching &
Coaching Practices
Use formative assessment to inform instruction
Handout p. 14
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
Gradual Release Model - I Do, We Do, You Do
Demo Lessons
Co-Teaching
Observation
Handout p. 18
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
Reflective Dialogue – Open Ended Questions
Debrief
 What
worked?
 What would you tweak?
 Where do we go from here?
Handout p. 19-21
Core Practice #4:
Using Effective Teaching &
Coaching Practices
Observation
or
Lesson Study
Core Practice #4:
Using Effective Teaching & Coaching
Practices
Debriefing - Reflective Dialogue – Open Ended Questions
Shifting Logical Levels of Conversation
Shift Up
or
Down
Handout p. 21
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
• “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 reteach every mini-lesson 5-6 times.”
• “I really want to work on getting better at
conferring.”
More scenarios in handout on p. 29 or come up with your own!
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
Core Practice #5:
Documenting the Impact of Coaching
“Post-assessment Data Form” to Show Growth
Core Practice #5:
Documenting the Impact of Coaching
Coaching 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 Leadership
Key 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 other
Handout p.44-45
Motivation, Engagement &
Professional Development
Autonomy
The urge to direct our own lives
Mastery
The desire to get better and better at something
that matters
Purpose
The yearning to do what we do in the service of
something larger than ourselves
Develop a Shared Vision & Strategy
How does involvement increase ownership?
Performance
Participative
Leadership
Shared Decision Making
Problem Solving
Communication &
Understanding
Directive
Involvement
Core Practice #7:
Partnering with School Leadership
Jigsaw Article
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
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?
Resources
•
•
•
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)