Student-Centered Coaching: The
Power of In-the-Moment Coaching
Practices
“You don’t just walk into
someone’s house and
immediately begin moving
around the furniture.”
Carol
Secondary Instructional Coach
How can coaching be student-centered while
utilizing the knowledge and expertise of
teachers?
Welcome
• Session 1: Student-Centered Coaching:
Identifying Student Learning Needs and
Potential Interventions
• Session 2: Student-Centered Coaching:
Identifying Coaching Tensions and Potential
Practices
• Session 3: Student-Centered Coaching:
Planning In-The-Moment Practices
4
Purpose of Coaching Strand
• Participants will be able to…




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.
5
Materials in this Strand
• 9.4. Module Overview
• “Coaching Heavy/Coaching Light
Reprised” (Killion, 2010)
• “Learning-Focused Consultation” (Lipton
& Wellman, 2010)
• Five Collaborative Transcripts (Classroom
Teaching, Debriefing, & Coach Reflections)
• Coaching Cycle Template
6
Session 1
Student-Centered Coaching: Identifying
Student Learning Needs and Potential
Interventions
6
Session 1: Identifying Student Learning
Needs & Potential Interventions
Part 1: Identifying Characteristics of StudentCentered Instructional Coaching
Part 2: Identify the Learning Needs Of Ani
Rosario’s Students During Module 9.4’s
Performance Assessment
8
Student Centered Coaching
Transparent
Coaching Intention
Stubborn Use of
Meaningful
Assessment Data
StudentCentered
Coaching
Shifting Coaching
Stances
Responsive
Disciplinary Teaching
(Wilder, 2014)
9
Try This: A Heavy Coaching
Intention
Task #1:
• Read “Heavy Coaching” (Killion, 2010)
independently.
• Annotate the differences between “heavy
coaching” and “light coaching.”
• Discuss the differences with a partner.
Time: 15 minutes
10
Try This: A Heavy Coaching
Intention
• What differences do we see between Coaching
Heavy and Coaching Light?
• When might Coaching Light practices be
warranted?
• To what extent does Coaching Heavy exist in
your school context?
• What are the barriers to Coaching Heavy?
Time: 10 minutes
11
Student Centered Coaching:
Our Intention Matters
12
Coaching Light
Focus on teaching practices
identified by teachers.
Feedback on teaching
practices
Teacher self-assessment based
on perceptions or opinions.
Voluntary coaching– only those
teachers who request coaching
receive it
Focus on adapting or refining
instructional strategies
Focus on implementing
strategies
Emphasis on feeling supported
Coaching Heavy
• No set of coaching
practices define
“heavy coaching”
Feedback on the instruction between student
and no coaching
engagement in learning, performance, and
achievement and teaching
model is purely
Data-Driven assessment based on student data
heavy.
Focus on student learning and the use of specific
practices within the school’s or district’s
instructional framework, teacher’s performance
standards, or aligned with the adopted curriculum
Expectations for all teachers to engage in
coaching– all teachers engage in continuous
improvement with specific feedback and support
from the coach
• “Identifying coaching
light (or heavy) is not
Focus on transforming practice, examining
easy since the key
beliefs and testing assumptions
factor is the coach’s
Focus on deep understanding of the theory and
research underlying strategies to ensure executive intentions and
control
results” (Killion,
Emphasis on developing expertise
2008, p. 23.)
Student Centered Coaching:
Coaching as Negotiation
Carol (Literacy Coach)
Sam (6th Grade Teacher)
“I know if the text isn’t
meaningful the kids won’t be
engaged. I also know if they
don’t have clarity of where
they’re going, they’re not going
to read it--especially if he (Sam)
doesn’t have a clear purpose for
learning. We have to know what
they know and what he wants
them to know, understand, and
be able to do.”
“The reading strategy lady calls it
flooding them with texts. A lot of people
just use textbooks and we need to bring
in more supplemental texts which is
challenging to do especially if you don’t
have a coach. I’m also starting to see
them coming together. The predicting.
The summarizing. The connecting. I’d
like a clear understanding of it before
you go in and teach it.”
What knowledge did Carol and Sam negotiate?
(Wilder, 2014)
13
Session 1: Identifying Student Learning
Needs & Potential Interventions
Part 1: Identifying Characteristics of StudentCentered Instructional Coaching
Part 2: Identify The Learning Needs Of Ani
Rosario’s Students During Module 9.4’s
Performance Assessment
14
Steps in Planning With an Existing
Curriculum
Process the
text
Analyze the
assessment
map
Identify
priorities*
Identify
bottlenecks
and
anticipate
student
needs
Plan
instructor
responses
that keep
students
doing the
thinking.
* Optional depending on context.
15
“Bottlenecks”
• Points where the learning of a significant number of
students is interrupted (Anderson, 1996).
• The predictably complex phases of writing can be
impediments to developing the desired close reading and
argumentative writing skills.
• Can be seen as cognitive, affective, or motivational
“obstacles” (Pace & Middendorf, 1994).
• Underscores the necessity of ongoing and authentic
formative assessment.
16
Analyze the Module 9.4 Learning
Demands
Task #2: After reading the Module 9.4 Overview, annotate
the Module 9.4 Assessed Learning Standards and the Endof-Unit Performance Assessment.
• What writing and reading standards are addressed in the
9.4 Performance Assessment?
• What potential student bottlenecks could occur?
• What criteria for success might you use to evaluate
student understanding in the End of Unit Performance
Assessment?
Time: 10 minutes
17
Meet Ani Rosario
• 3rd Year English teacher at Dansville High School
• Teaches both 9th grade Honors English and 9th grade Regular
English courses
• Piloted ten lessons of Module 9.4 during April-May
• Used Lessons: (1, 2, 3, 4, 8, 9, 10,12, 13, 14) leading to
Mid-Unit Assessment
• Had previously taught the Odell Close Reading Unit
with these same students
• Has met with fellow English teaching colleagues (cross district)
since September to unpack modules
• Dansville High School: 575 students, rural, 65% low income
• 83% of students at/above a “3” on State English Accountability
18
Analyze Student Quick Writes
Task #3: You have been provided with a quick write from
each of Ani’s students. Students were asked to identify any
existing struggle they encountered in the End of Unit
Performance Task. At your table, sort the quick write
responses into thematic piles and discuss the following:
• What bottle necks are mentioned by students?
• What themes do you see amongst the student responses?
• What reading and/or writing standards are students selfidentifying as challenging?
Time: 20 minutes
19
Discussion of Student Quick Writes
• What bottle necks are mentioned by students?
• What reading and/or writing standards are
students self-identifying as challenging?
• What themes do you see amongst the student
responses?
20
Self-Identified Student Writing Needs
Ani and
Phil’s
Analysis of
Student
Quick
Writes
21
Self-Identified Student Writing Needs
Which CCSS
writing standards
were students
struggling with?
22
Are Student Self-Identified Writing
Struggles Valid?
Task #4: You have been provided with four drafts of student
performance assessments. Using W.9-10.1A-1E, select one
student’s work to annotate. At your table, discuss the
following:
• What bottlenecks do you see in each draft?
• What reading and/or writing standards appear to be
challenging?
• What themes do you see amongst the student drafts?
• What possible instructional responses might be
appropriate?
Time: 25 minutes
23
Discussion of Student Drafts
• What bottlenecks appeared?
• What reading and/or writing standards
appeared to be most challenging to these
students?
• What possible instructional responses might be
appropriate?
24
In-The-Moment Teaching:
Possible Instructional Responses
•
•
•
•
•
•
Follow Up With Individual Students
Focused Mini-Lessons (5 min or less)
Flexibly Grouped Peer Editing
Analysis of Sample Student Essay
Short Video Discussing Author’s Craft Topic
Shared Writing
25
Collaborative Analysis of Student
Bottlenecks
Task #5: You have been provided a transcript of the first
day’s debriefing between Ani and Phil. Annotate the transcript
with the following questions in mind:
• What bottlenecks does Ani see in the student
quick writes and/or student drafts?
• What bottlenecks does Phil see in the student
quick writes and/or student drafts?
• What “in the moment” instructional responses are
discussed?
Time: 20 minutes
26
Thursday’s Instructional Responses
Thursday’s Lesson Plan:
• Explanation of Instructional Responses
(5 min-Ani)
• Turn & Talk Grouping (10 min-Ani)
• Assigned ½ students based on quick
write response
• “Evidence” Mini-Lesson (5 min-Phil)
• Individual Writing (25 min-Ani/Phil)
• Feedback & Closure (5 min-Ani)
27
Q&A
28
Pulse Check
Please go to
https://www.engageny.org/resource/network-teaminstitute-materials-july-7-11-2014
and fill out the Plus/Delta for today’s sessions.
Thank You!
How can coaching be student-centered while
utilizing the knowledge and expertise of
teachers?
You Are Here
Session 1: Identifying Characteristics of
Student-Centered Instructional Coaching
Session 2: Student-Centered Coaching:
Identifying Coaching Tensions and
Potential Practices
Session 3: Student-Centered Coaching:
Planning In-The-Moment Practices
31
Session 2
Student-Centered Coaching: Identifying
Coaching Tensions and Potential
Practices
32
Purpose of Coaching Session
• Participants will be able to…
 Identify differences in three coaching
stances.
 Identify potential coaching tensions in a
collaboration.
 Analyze the “in-the-moment” coaching
practices used by Phil
33
Session 1: Identifying Student Learning
Needs & Potential Interventions
Part 1: Identify potential coaching tensions in a
collaboration.
Part 2: Identify differences in three coaching
stances.
Part 3: Analyze the “in the moment” coaching
practices used by Phil
34
Student Centered Coaching:
Coaching as Negotiating
Every teaching context
includes varying beliefs
about students, the
discipline, pedagogy and
norms of practice.
Pedagogy
Culture
Teaching
Context
Discipline
Every collaborative
context negotiates
knowledge, beliefs, and
practice.
Students
(Wilder, 2014)
35
Coaching Tensions
• Grounded in conflicting beliefs about pedagogy,
disciplinary subject matter, students, and culture
in the classroom.
• Influenced by perceptions of how the other
person might receive your beliefs and
collaborative suggestions.
• Influenced by the “politics” of the classroom and
the school as it pertains to the purpose, role, and
expectations for coaching in the building.
(Wilder, 2014)
36
Try This: Identifying Coaching
Tensions
Task #1:
• Read my “Reflective Journal #1” and “Reflective
Journal #2” from Wednesday after visiting Ani’s
class, debriefing with her, and leaving her school.
Annotate the transcript for potential coaching
tensions needing to be ameliorated.
• At your table, discuss the coaching tensions and
identify “in-the-moment” coaching practices you
might use in this situation.
Time: 15 minutes
37
Day 1 Coaching Tensions
• What observations did I have about student
learning at this point in Module 9.4?
• What coaching tensions did I identify after the
first day?
• What are possible coaching “in the moment”
practices I might employ during class tomorrow?
Time: 10 minutes
38
Session 1: Identifying Student Learning
Needs & Potential Interventions
Part 1: Identify potential coaching tensions in a
collaboration.
Part 2: Identify differences in three coaching
stances.
Part 3: Analyze the “in the moment” coaching
practices used by Phil
39
Student Centered Coaching
Transparent
Coaching Intention
Stubborn Use of
Meaningful
Assessment Data
StudentCentered
Coaching
Shifting Coaching
Stances
Responsive
Disciplinary Teaching
(Wilder, 2014)
40
Coaching Stance
• From a socio-linguistic perspective, Du’Bois (2007) describes
“stance-taking” as a dialogic and evaluative act done by social
actors based on objects/values in a sociocultural field.
• Coaching stances have been described as:
 Responsive (Borman & Feger, 2006; Costa & Garmston,
2002)
 Directive (Deussen et al., 2007; Steiner & Kowal, 2007)
 Balanced within individual collaborative events (Ippolito,
2010)
 On a continuum ranging from Consulting, Collaborating to
Coaching depending on how information emerges and who
identifies needs (Lipton & Wellman, 2010)
41
A Continuum of Learner-Focused
Interaction (Lipton & Wellman, 2010)
• Growth agents vary three stances to “develop their colleagues’
capacities to reflect upon practice, generate ideas, and increase
professional self-awareness” (p. 2).
• Skillful growth agents adeptly vacillate between stances according to the
learning needs of your colleagues.
• Stances vary according to who provides the information and analysis of
needs related to the issue.
• Trust, Rapport, Commonly Defined Goals, and Clarity of Outcomes are
critical to successful leadership capacity (p.1).
42
Try This: A Learner-Focused
Consultation
Task #2:
• Read “A Learner-Focused Consultation” (Lipton
& Wellman, 2010) independently.
• Annotate the differences between “coaching,”
“collaborating,” and “consulting.”
• Discuss the differences with your table partners.
Time: 15 minutes
43
Try This: A Learner-Focused
Consultation
• What differences do we see between the three
stances?
• When might it be appropriate to use each
stance?
• To what extent do you currently use each
stance and under what circumstances?
• What might be potential risks for using one
specific stance too often?
Time: 10 minutes
44
A Continuum of Learner-Focused
Interaction (Lipton & Wellman, 2010)
• Coach (Reflective Mirror)
• The goal is to develop the thinking, problem-solving,
and reflection of your colleague by addressing his/her
underlying thinking/assumptions.
• Draws from the work of Cognitive Coaching (Costa &
Garmonston, 2002).
• “It sounds like you are saying…”
• “How else might you account for…”
• “What did you notice about…”
45
A Continuum of Learner-Focused
Interaction (Lipton & Wellman, 2010)
• Collaborate (Equal Participator)
• The goal is to share in the analysis, problem-solving,
decision-making and reflection about the problem/issue.
• Each person takes turns listening, sharing
expertise/experiences, suggesting solutions,
questioning, etc.
• Use of inclusive pronouns (us, we, our, we’re, etc.)
• “So, I’m wondering if we could…”
• “Our options appear to be…”
• “One thing we might want to consider is…”
46
A Continuum of Learner-Focused
Interaction (Lipton & Wellman, 2010)
• Consult (Provider of Information)
• The goal is to share vital information about a)
policies/procedures, learning and learners, curriculum
and content/standards, and b) personal effective
practices/habits of mind.
• The growth agent enters the consulting stance when a
colleague asks for expertise/experiences/perspectives
and after identifying colleague needs.
• Focus on the “Why” aligned with how he/she has
approached challenges
• “One thing I tried to remember was to…”
• “I found myself most focused on…”
47
Coaching to Build Leadership
Capacity in Schools (Lambert, 2000)
• “Leadership involves opportunities (for all
stake-holders) to surface and mediate
perceptions, values, beliefs, information,
and assumptions through continuing
conversations; to inquire about and
generate ideas together; to seek to reflect
upon and make sense of work in the light
of shared beliefs and new information; and
to make decisions and create actions that
grow out of these understandings” (p. 1).
• How might discourse with teachers provide
these opportunities?
48
A Continuum of Learner-Focused
Interaction (Lipton & Wellman, 2010)
Task: As you participate in debriefing each presentation, try to:
• Begin in a coaching stance with reflective questions for the
speaker.
• Use collaborative sentence starters to acknowledge the expertise
of others and to open spaces for shared participation, reflection,
and problem-solving.
• When using a consulting stance, resist the urge to tell others how
to solve a problem.
49
Session 1: Identifying Student Learning
Needs & Potential Interventions
Part 1: Identify potential coaching tensions in a
collaboration.
Part 2: Identify differences in three coaching
stances.
Part 3: Analyze the “in the moment” coaching
practices used by Phil
50
Try This: In-The-Moment Coaching
Practices
Task #3:
• You have been provided with a transcript of a
fifteen minute portion of Ani’s class on
Thursday in which Ani and Phil respond to
student writing needs from Wednesday. As
you read the transcript, annotate for coaching
tensions and practices (4).
Time: 15 minutes
51
In-The-Moment Coaching Practices
• What student learning needs were apparent?
• What instructional interventions did Ani and
Phil put in place?
• What coaching tensions did you notice?
• What coaching practices did you observe?
• What coaching “stances” did Phil use during
class?
• What might be potential risks for the coaching
practices?
Time: 15 minutes
52
Coaching Practice: Student
Intervention
Coaching Tension: Some students are still unclear of
their argument.
Coaching Practice: Individual Student Conferences
• What might this look like in class?
• What are potential “potholes” involving students?
• What are potential “potholes” involving Ani?
• What are “in-the-moment” coaching practices which
may address these potholes?
Time: 10 minutes
53
In-The-Moment Teaching:
Possible Instructional Responses
• What “in-the-moment” teaching practices might
support individual student conferences?
• How else could Phil and Ani have responded to
the writing needs of individual students?
• What class structures are required?
• What is this revealing about student literacy?
• What is this revealing about teaching that
supports student literacy?
54
Coaching Practice: Interjecting in
Class Discourse
Coaching Tension: Some students are still unclear of
their argument.
Coaching Practice: Interjecting in Class Discourse
• When might this be appropriate in class?
• What are potential “potholes” involving students?
• What are potential “potholes” involving Ani?
• What are “in-the-moment” coaching practices which
may address these potholes?
Time: 10 minutes
55
In-The-Moment Teaching:
Possible Instructional Responses
• What “in-the-moment” teaching practices might
support class discourse?
• What class structures are required?
• What is this revealing about student literacy?
• What is this revealing about teaching that
supports student literacy?
56
Coaching Practice: Modeling a MiniLesson
Coaching Tension: Some students are still unclear of
their argument.
Coaching Practice: Modeling a Mini-Lesson
• When might this be appropriate in class?
• What are potential “potholes” involving students?
• What are potential “potholes” involving Ani?
• What are “in-the-moment” coaching practices which
may address these potholes?
Time: 10 minutes
57
In-The-Moment Teaching:
Possible Instructional Responses
• What “in-the-moment” teaching practices might
support mini-lessons?
• How else could Phil and/or Ani have used a
mini-lesson?
• What class structures are required?
• What is this revealing about student literacy?
• What is this revealing about teaching that
supports student literacy?
58
Student-Centered Coaching: Four
Big Ideas
• Clarify student learning outcomes through the
stubborn use of student data.
• Be transparent about a heavy coaching intention
and respect teacher expertise.
• Begin with a “coaching” stance and only move
towards consulting when the teacher directs.
• Partner with the teacher in order to respond to inthe-moment student learning needs.
59
Q&A
60
How can coaching be student-centered while
utilizing the knowledge and expertise of
teachers?
You Are Here
Session 1: Identifying Characteristics
of Student-Centered Instructional
Coaching
Session 2: Student-Centered
Coaching: Identifying Coaching
Tensions and Potential Practices
Session 3: Student-Centered
Coaching: Planning In-The-Moment
Practices
62
Online Parking Lot
Please go to
https://www.engageny.org/resource/network-teaminstitute-materials-july-7-11-2014
and select “Online Parking Lot” for any NYSED
related questions.
Thank You!
Session 3:
Student-Centered Coaching: Planning
In-The-Moment Practices
64
Purpose of Coaching Session
• Participants will be able to…
 Identify coaching tensions within an existing
teacher collaboration.
 Identify stages in a inquiry-based coaching
cycle.
 Design coaching practices to develop
teacher ability to provide responsive writing
instruction.
65
Session 1: Identifying Student Learning
Needs & Potential Interventions
Part 1: Identify coaching tensions within an
existing teacher collaboration.
Part 2: Identify stages in a inquiry-based
coaching cycle
Part 3: Design coaching practices to develop
teacher ability to provide responsive writing
instruction.
66
Coaching Tensions
• Grounded in conflicting beliefs about pedagogy,
disciplinary subject matter, students, and culture in
the classroom.
• Influenced by perceptions of how the other person
might receive your beliefs and collaborative
suggestions.
• Influenced by the “politics” of the classroom and
the school as it pertains to the purpose, role, and
expectations for coaching in the building.
(Wilder, 2014)
67
Try This: Reflecting on a Recent
Collaboration
Task #1: Using the Coaching Cycle Planning Tool, take 5
minutes to record notes about a recent collaboration with a
group of teachers. When each member has finished writing, use
the following discussion protocol for each of you to discuss a
recent collaboration:
• Sharing: A “Spotlight Coach” shares about his/her collaboration while
others record questions to ask.
• Asking: Group members take turns sharing their “tough” questions
about the collaboration, knowledge, and/or coaching practice. The
“Spotlight Coach” records all questions.
• Responding: The “Spotlight Coach” responds to any questions.
Time: 40 minutes
68
Session 1: Identifying Student Learning
Needs & Potential Interventions
Part 1: Identify coaching tensions within an
existing teacher collaboration.
Part 2: Identify stages in a inquiry-based
coaching cycle
Part 3: Design coaching practices to develop
teacher ability to provide responsive writing
instruction.
69
Student-Centered Coaching Cycle:
Stages
Ask:
Investigate:
What do our
students know
and need to
know?
What do we know and
other resources say
about the topic?
Coaching
Cycle
Do:
How should we
implement and
assess the
impact on
student
learning?
Create:
What will this look
like in practice?
70
Student Centered Coaching Cycle:
Events
Ask:
Planning
Session
Looking at
Student Data
Investigate:
Planning Session
Discussing Available
Resources
Coaching
Practices
Do:
In-Class
Teaching and
Formative
Assessment
Create:
Planning
Session
Designing
Instruction
71
Student Centered Coaching
How could these elements influence coaching with teachers in
module 9.4?
A Transparent
Coaching Intention
A Stubborn Focus
on Meaningful
Assessment Data
StudentCentered
Coaching
Shifting Coaching
Stances
Responsive
Disciplinary
Teaching
(Wilder, 2014)
72
Session 1: Identifying Student Learning
Needs & Potential Interventions
Part 1: Identify coaching tensions within an
existing teacher collaboration.
Part 2: Identify stages in a inquiry-based
coaching cycle.
Part 3: Design coaching practices to develop
teacher ability to provide responsive writing
instruction.
73
Designing A Student-Centered
Coaching Cycle
Task #2: With a partner, use the Coaching Cycle Planning Tool
to map out a collaborative plan for helping teachers bridge
student bottlenecks in either Module 9.2, Module 10.2, or
another previously identified unit of study with English teachers
for the 2014-2015 school year.
Ask: What are student bottlenecks in the identified Module?
Investigate: What resources should be considered?
Create: How could you modify upcoming Module lessons based on student
needs? What instructional interventions/structures should be put in place?
Do: What could you do and use to document student learning in the lesson?
How will this be analyzed with the teacher(s)?
Time: 20 minutes
74
Designing A Student-Centered
Coaching Cycle
Task #3: Read through the sample coaching cycle plan.
Annotate the “coaching” and “consulting” stances seen in the
plan. Be ready to discuss the following questions:
• What do you notice about the way Phil has initiated the
collaboration? What do you notice about his decisions during
the “Ask” stage?
• What do you notice about his decisions during the
“Investigate” stage?
• What do you notice about his decisions during the “Create”
stage?
• What do you notice about his decisions during the “Do”
stage?
75
Eyes on Students Protocol
Eyes on Students
Protocol provides
a studentcentered method
of collecting
formative
assessment data
and supporting
student-centered
collaborative
discussions.
76
Q&A
77
Questions or Further Discussion
Email: pwilder@clemson.edu
Twitter: phillipmwilder
78
Pulse Check
Please go to
https://www.engageny.org/resource/network-teaminstitute-materials-july-7-11-2014
and fill out the Plus/Delta for today’s sessions.
Thank You!