Session 3: Experienced with NTI
Facilitator’s Guide: Instructional Coaching:
Acting on the Data Part II
Sequence of Sessions
Targets for this Session

I can use, or help coaches to use, student-centered coaching practices to increase student achievement.
High-Level Purpose of this Session

Participants will continue to clarify their understanding of two types of approaches to coaching teachers based on either
observation data or student work as data. They will draw on their knowledge about the concerns based adoption model and
cognitive science to identify which practices to choose, or how to help their building coaches to choose.
Related Learning Experiences

Session 1: Using Teacher Data to Support Module Implementation

Session 2: Instructional Coaching: Acting on the Data Part I
1

Session 4: A Continuum of Interventions
Key Points



Just as we want teachers to build on strengths, leaders need to build on their coaching strengths as well.
Different types of coaching (teacher-centered or student-centered) are appropriate depending on the situation.
Leaders should get comfortable and commit to looking at student work; doing so changes the conversation from obstacles to
student growth and promotes a solution orientation.
Session Outcomes
What do we want participants to be able to do as a result of
this session?
1. Select and use teacher-centered or student-centered
coaching practices to increase student achievement.
How will we know that they are able to do this?

Application through practice of a student-centered coaching
protocol.
Session Overview
Section
Time
Overview
Prepared Resources
Two Types of
Coaching
80 min
Participants learn about the
PPT_3P_IC DataII_NTI714
characteristics of teacher and
student-centered coaching and Participant notebook
how to choose the best
Student-centered Coaching
approach given the situation. (16:40 total, only play first 10
Facilitator’s Preparation
Work through activities as a
learner prior to facilitating
Download video to jump drive
min)– Diane Sweeney
Consulting
2
11x13 paper/markers
Sorting Student
Work
30 min
Participants engage in a
student work protocol with
samples from modules.
PPT_3P_IC DataII_NTI714
Participant notebook
Session Roadmap
Section 1: Two Types of Coaching
Time
Slide #/Pic of Slide
1:30-1:55
25 min
1,2,3,4,5
Time: 80 min (including break)
Script/Activity directions

Introduce session and target:
o I can use, or help coaches to use, student-centered
coaching practices to increase student achievement.

Remind them that teacher-centered and student-centered
were the two approaches you just described: focus = one on
teacher behaviors, the other on student learning.
Review the 4 A’s protocol with participants.
Participants read (10 min) Two Approaches for
instructional coaching for Student Achievement.
Participants follow the 4 A’s protocol in pairs. Keep to no
more than 3 or there will not be enough time to discuss in
small group). (10 min)



Grouping
Whole – Pairs
– Whole
3
Conduct a whole group debrief:
 Connect back to theme:
o Who are you as an instructional leader and who do
you want to be?
o Did you see aspects in the reading that you would
aspire to?
 Where do you fall on this continuum and does it align to
where your people are regarding the concerns based
adoption model? (For example, teacher-centered makes
sense when curriculum is very new–student-centered makes
sense for teachers who are well on their way with
curriculum).
 Key point: Just as we want teachers to build on strengths,
leaders need to build on their coaching strengths as well.
1:55-2:15
20 min
6,7,8,9,10




Graphic of coaching cycle on slide (all coaching happens in
cycles regardless of approach).
Show graphic on slide of student-centered coaching cycle
specifically.
Student-centered Coaching (16:40 total, only play first 10
min)–Diane Sweeney Consulting: participants view video
and note similarities and differences between their usual
coaching sessions and the model
o connect to judger/learner mindset language and
previous session
Identify a teacher that this would work well with and explain
why (pairs)–should be connecting to CBAM and overview of
two types of coaching
o Listen for: when people are still in stages 0-3,
teacher-centered approaching is likely a better
approach because they need support to get higher
levels of implementation before shifting their focus to
analyzing student work; they are not at the
consequence stage yet when their concern focuses
on achievement.
Solo
Whole
4
2:15-2:30
15 min
Intro structures required to conduct student-centered coaching
 Small group jigsaws resources for student-centered
coaching: Coaching Goals and Planning, Using Student
Evidence, Sorting Student Work, Student-centered
Coaching Cycle, Coaching Observation Agenda, Final
Coaching Reflection
 Participants divide the documents to read (5 min), then
share out what they infer from the documents (5 min)
 Draw a timeline of events or a graphic image to represent
(either choice is fine, just a quick synthesis activity is
necessary here). (5 min)
 Key take-away: leaders must get comfortable and commit to
looking at student work; doing so changes the conversation
from obstacles to student growth and a solution orientation
2:30-2:45
15 min
BREAK
Section 2: Sorting Student Work
Time
Slide #/Pic of Slide
2:45-3:05
20 min
11
Small groups
(3-4)
Time: 30 min
Script/Activity directions

Participants participate in one portion of a student-centered
coaching cycle: the sorting of student work.
o Review Sorting to Inform Differentiated
Instruction document & “SC coaching
cycle_notecatcher” in notebook
o Facilitators review the sample of page 1 filled out of
Grouping
Pairs
5
o
3:05-3:10
5 min
12
the notecatcher. Explain that the conversation would
be a bit of a brainstorm with the teacher. Defining the
goal, indicators, and evidence is where the teacher
commits and decides what exactly will be collected
from students.
Participants work with a partner to analyze and sort a
set of student work from the modules, and follow the
sorting activity from student-centered coaching
model (this student work is from a lesson just prior to
the to lesson demonstrated in video in next session 4)
Facilitator: share slide and describe what follow up to this portion
would look like as a quick reminder
 Whole group share:
o How could you see yourself using this process with
your teachers?
o If you anticipate obstacles, what are they and how
can they be overcome?
o Does this align with your vision for coaching?
Explain.
 Transition to the next session by letting participants know
that they are about to see what the teacher did after her
analysis of the student work and coaching session.
Whole
Turnkey Materials Provided



PPT_3P_IC DataII_NTI714
FG_3P_IC Data II_NTI0714
Student-centered Coaching - Diane Sweeney
6