Student-Centered Coaching:
Identifying Student Learning Needs
and Potential Interventions
Goals and Outcomes
Overarching Objectives of the July 2014 Network Team Institute

Identify characteristics of student-centered coaching.

Identify meta-planning teaching practices in order to ameliorate student bottlenecks within NY 9-12
curriculum modules.

Identify meta-planning coaching practices in order to support the learning of teachers and adolescents
during coaching cycles.

Design a coaching cycle to support adolescent learning in NY 9-12 curriculum modules.
High-Level Purpose of this Session
The purpose of this session is for participating secondary school instructional coaches to understand the
characteristics of student-centered instructional coaching and to identify the learning needs and potentinal “inthe-moment” teaching practices used by one teacher and coach while teaching Module 9.4.
Related Learning Experiences

Student-Centered Coaching: Identifying Coaching Tensions and Potential Practices

Student-Centered Coaching: Planning In-the-Moment Practices
Key Points

Student-centered instructional coaching with a “heavy coaching” focus requires coaches to use
meaningful student assessment data and shifting coaching stances in order to help teachers
instructionally respond to the diverse learning needs of adolescents.
July 2014—Page 1
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New York State Common Core

Secondary instructional coaches should partner with teachers in order to identify the learning
“bottlenecks” experienced by adolescents in curriculum modules and to design “in-the-moment”
instructional responses.
Session Outcomes
What do we want participants to be able to do as a result of
this session?
How will we know that they are able
to do this?

Identify characteristics of student-centered coaching.

Aligned survey question

Identify meta-planning teaching practices in order to
ameliorate student bottlenecks within NY 9-12 curriculum
modules.

Aligned survey question
July 2014—Page 2
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New York State Common Core
Session Overview
Section
Time
Overview
Prepared Resources
Facilitator
Preparati
on
Introduction
10 min
Preview the threesession coaching
strand, objectives and
necessary materials
StudentCentered
Coaching
30 min


Session
PowerPoint

“Heavy Coaching”
article
Participants will analyze
the CCSS required by
the Module 9.4 End-ofUnit Assessment.

Session
PowerPoint

Module 9.4
Overview
Participants will identify
student writing needs
based on student
writing samples.

Session
PowerPoint

Student Quick
Write Responses

Student Writing
Drafts

Analysis of
Module 9.4 Endof-Unit
Assessment
Demands
20 min
Analysis of
Student End-ofUnit Writing
Drafts &
Identification of
Instructional
Responses
45 min
Reflection and
Closing
5 min
Session PowerPoint
Overview the four
characteristics of
student-centered
coaching
Participants will
annotate “Heavy
Coaching” and
discuss differences
between “heavy”
and “light” coaching.
Participants reflect on
learning and consider
implications for
Session PowerPoint
July 2014—Page 3
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Position mic
runners at
various spots
around the room
for report out.
Position mic
runners at
various spots
around the room
for report out.
Position mic
runners at
various spots
around the room
for report out.
New York State Common Core
coaching practice.
105
Total for this session
m
i
n
s
Session Roadmap
Section: Introduction
In this section, participants will review the objectives
for this coaching strand and the first session.
Slide Time
1
Picture
1 min
Materials used include:
Session PowerPoint
Script/Activity directions
Welcome participants to the session.
July 2014—Page 4
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New York State Common Core
Slide Time
2
3 min
3
1 min
Picture
Script/Activity directions
Read quote and discuss the tension
between a student-centered
approach and direct efforts to
improve teaching practices.
Frame the coaching strand with the
overarching question.
July 2014—Page 5
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New York State Common Core
Slide Time
Picture
Script/Activity directions
4
2 min
Overview the organization of the
coaching strand and the emphasis of
each session.
5
2 min
Overview the coaching strand learning
outcome goals for participants.
July 2014—Page 6
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New York State Common Core
Slide Time
6
1 min
Total
time:
10 min
Picture
Script/Activity directions
Overview the required materials for the
coaching strand.
July 2014—Page 7
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New York State Common Core
Section: Student-Centered Coaching
In this section, participants will identify the
charateristics of student-centered coaching and
differentiate between heavy coaching and light
coaching.
Picture
Materials used include:


Session PowerPoint
“Heavy Coaching” article
Slide
Time
7
0 min
Script/Activity directions
Transition slide
8
0 min
Outline the two objectives for session one.
July 2014—Page 8
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New York State Common Core
Slide
Time
9
1 min
Picture
Script/Activity directions
Describe the four components of studentcentered coaching emphasizing the
interconnected nature of all four
components. All will be presented in this
strand while “transparent coaching
intention” and “stubborn use of meaningful
assessment data” will be emphaized in
session one.
10
15
min
Participants will read and annotate “Heavy
Coaching” before discussing the
differences between heavy coaching and
light coaching with a partner.
July 2014—Page 9
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New York State Common Core
Slide
Time
11
10
min
Picture
Script/Activity directions
Discuss the four questions on the slide as
they relate to the “Heavy Coaching” article.
Emphasize the need for varying “weights”
of coaching but a “heavy coaching”
intention provides the purpose for
coaching.
12
2 min
Use this slide as a reference when
discussing the differences between “heavy
coaching” and “light coaching.”
July 2014—Page 10
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New York State Common Core
Slide
Time
13
2 min
Total
time:
30
mins
Picture
Script/Activity directions
Present the interaction between a coach
(Carol) and a teacher (Sam) in order to
explain how coaching can be seen as a
way to negotiate what is best for students.
July 2014—Page 11
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New York State Common Core
Section: Analysis of Module 9.4 End-of-Unit Assessment Demands
In this section, participants will use a process for
planning with an existing curriculum to identify the
writing demands and bottlenecks involved with the
Module 9.4 End-of-Unit Assessment.
Slide
Time
14
0 min
15
2 min
Picture
Materials used include:


Session PowerPoint
Module 9.4 Overview
Script/Activity directions
Transition Slide
Present the process for planning with
an existing curriculum. Remind
participants of the need for coaches to
use this same process with teachers as
they identify learning outcomes for
adolescents in ELA classrooms.
Participants in this strand will apply this
same process to analyzing a coaching
example.
July 2014—Page 12
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New York State Common Core
Slide
Time
Picture
Script/Activity directions
16
3 min
Present the concept of a student
“bottleneck” so particpants can identify
student bottlenecks in the sample student
writing.
17
10
min
Participants analyze the “End-of-Unit”
assessment from Module 9.4 so they can
analyze the student writing samples later
in this session. Participants should identiy
assessed standards and potential
bottlenecks.
July 2014—Page 13
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New York State Common Core
Slide
Time
18
5 min
Total
time:
20
mins
Picture
Script/Activity directions
Introduce the spotlight teacher, Ani
Rosario, in order to provide a context for
the coaching to be analyzed.
July 2014—Page 14
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New York State Common Core
Section: Analysis of Student End-of-Unit Writing Drafts & Identification of Instructional Responses
In this section, participants will analyze student quick Materials used include:
writes and student “End-of-Unit” assessment drafts in
 Session PowerPoint
order to identify bottlenecks in student learning and
 Module 9.4 Overview
potential instructional interventions.
 Student Quick Writes
 Spotlight Student “End-of-Unit” Assessment
Drafts
Slide
Time
19
15
min
Picture
Script/Activity directions
Participants analyze student quick writes in
order to identify bottlenecks. Ask
participants to generate a list of common
bottlenecks and the aligned standards
cuasing students particular difficulty.
July 2014—Page 15
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New York State Common Core
Slide
Time
Picture
Script/Activity directions
20
3 min
Discuss the identified student needs
based on the analysis of student quick
writes. Connect the bottlenecks to
CCSS.
21
3 min
Present the coded analysis of Ani
(classroom teacher) and Phil (instructional
coach).
July 2014—Page 16
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New York State Common Core
Slide
Time
Picture
Script/Activity directions
22
2min
Present the CCSS writing standards
students identified as most difficult to
master during the writing of their “End-ofUnit” assessment.
23
15
min
Participants select one of the four student
drafts (Student 1, 2, 3, or 4) and compare
his or her self-reported “struggle” from the
quick write with the same student’s “Endof-Unit” assessment.
July 2014—Page 17
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New York State Common Core
Slide
Time
Picture
Script/Activity directions
24
2 min
Use the slide to support a whole-group
discussion of student bottlenecks based
upon the quick writes and the student
drafts.
25
2 min
Present a list of possible “In-the-Moment”
instructional responses for Ani’s students.
July 2014—Page 18
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New York State Common Core
Slide
Time
27
2 min
Total
time:
45
mins
Picture
Script/Activity directions
Present the instructional responses
developed by Ani and Phil for Thursday’s
class based on Wednesday’s student
writing drafts and quick writes.
July 2014—Page 19
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New York State Common Core
Section: Reflection and Closing
In this section, participants will reflect on learning and
consider implications for coaching practice.
Slide
Time
28
5 min
Total
time:
5
mins
Picture
Materials used include:
Session PowerPoint
Script/Activity directions
Participants discuss the connection
between the identified learning needs of
Ani’s students and the instructional
responses designed for Thursday’s lesson.
Answer any additional questions about
student-centered coaching.
Turnkey Materials Provided



Session PowerPoint
Module 9.4 Overview
“Heavy Coaching” article

Student Quick Write Responses

Student Writing Drafts
July 2014—Page 20
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