Diane Sweeney: Student-Centered Coaching€¦ · Web viewThe small group coaching doc. is to let you look at what I interpreted our conversations to be when looking at this document

COACHING PORTFOLIOConnecting Student-Centered Coaching with the Framework for Instructional Specialists

Checklist of Documentation and ToolsCoach, principal, and district select which of the following items will be included in the coaching portfolio 1b

Principal/Coach Agreement to set expectations for a weekly planning sessions with the principal Logs of weekly planning sessions with the principal

1c Video clip of session where the coach works with the teacher to set the instructional agenda Teacher/Coach Agreement to set expectations for coaching cycles

1e and f Weekly or monthly calendar Weekly coaching logs that align with the Results-Based Coaching Tool Results-Based Coaching Tool Coaching log that aligns with TESS Video clip of a planning conversation that is based on student evidence Sample ‘I can’ Statements

2 a, b, c, and d Video clip that demonstrates a respectful conversation with a teacher Student-centered notes from conversations with teachers Letters or communications to recruit teachers into coaching cycles Norms that have used with teams or individual teachers

3a, b, and c Video clip of the coach and teacher(s) planning a lesson or unit Video clip of a coaching conversation that shows the respect that is used when providing instructional

suggestions Agendas from PD sessions, PLC’s, etc.

4a, e Written reflection detailing specifics about why the video clip is proficient or distinguished, along with next steps A list of professional development that the coach has attended

Across Domains A teacher survey would document 1a, 1d, 2e, 3d, 4d, and 4f

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Principal/Coach Agreement

Principal:

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?

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Principal Coach

Log for Weekly Planning Session with the Principal

Date:

Attendees:

1. Principal’s Observations of Teaching and Learning Over the Past Week

2. Coach’s Observations of Teaching and Learning Over the Past Week

3. Discuss any Recent Student Performance Data

- Surprises

- Trends

- Needs

4. Next Steps for Culture-Building and Celebrations

5. Next Steps for Coaching and PD


Teacher and Coach Agreement Teacher:Coach:Date:

I. THE WORK

1. What should we focus on in our coaching work? How has student data informed this decision? Please be specific.

2. How will we collect data to demonstrate student learning?

II. DEFINING OUR ROLES

1. What are our hopes and fears for this relationship?

2. How will we interact together during class time? (model, co-teach, etc.)

3. How will we interact together while planning and debriefing?

III. ONGOING COMMUNICATION AND SCHEDULING

4. How and when will we communicate?

5. What will our schedule look like?

6. How will we hold each other accountable for our time together?a. Note takingb. Respecting one another’s time

7. How will we support each other?


Weekly Coaching Logs that Align with the Results-Based Coaching Tool

Coaching Log: 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: 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: Documenting Baseline Data1. 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?



Coaching Log: Delivering Instruction and Monitoring Student Learning

1. How are the students progressing towards the learning targets? What is our evidence?

2. What are the next steps for instruction?

3. What should we do about students who aren’t moving forward?


Coaching Log: 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?



Results-Based Coaching Tool

Teacher Name(s): Coach Name:

Coaching Cycle Focus: Dates of Coaching Cycle:

Standards-Based Goal—What is the

goal for student learning?

Instructional Practice—What

instructional practices will help students

reach the goal?

Student-Centered Coaching—What

coaching practices were implemented

during this coaching cycle?

Teacher Learning—As a result of the

coaching cycle, what instructional

practices are being used on a consistent

basis?

Student Learning—How did student

achievement increase as the result of the

coaching cycle?

Students will…

Standard:

Baseline Data:

________ % of students were able to

do__________________

as determined by the

__________________________

assessment.

Number of Students______

Teacher will… Analysis of Student Work

Co-Teaching

Collecting Student Evidence During the Class Period

Collaborative Planning

Teacher Observation Paired with Feedback

Demonstration Teaching

Shared Learning to Build Knowledge of Content and Pedagogy

Other:________________

Teacher is… Students are…

Post Assessment Data:

________ % of students are able to

do_______________

________________________

as determined by the

___________________________

assessment.

Number of students_____


Coaching Log—aligned with TESS

Date:

Teacher:

Goal for Student Learning:

Domain 1: Planning & Preparation (discussed in the prebrief)

1. What are the learning outcomes for the lesson (‘I can’ statements)?

2. What learning activities will align with the learning outcomes? How will we differentiate?

3. What are some possible misconceptions or areas where we will build in additional scaffolding?

4. How will we collect student assessment data (student evidence) to guide future lessons?

Domain 3: Instruction (discussed in the debrief)

1. What will we teach next? What are some questions or prompts we might use to deepen the students’

understanding?

2. Will there be new ‘I can’ statements for the next lesson? If so, what will they be?

3. How will we differentiate the next lesson? How will we provide scaffolds?

4. How will we collect assess students, or collect student evidence, during the next lesson?

Next Steps

1. When will we meet again?

2. What will we do between now and then?


GHS Literacy Coaching Cycles

April 1- May 1, 2014Teacher Name Subject/Grade Learning Focus Stage on the Flow of

CoachingWhat is the next step for this teacher(s)?

Audrey Hamilton 10th grade PAP English II

Creating “I Can” statements from the research standards

Stage 5: Coaching Going over student work as a formative assessment to drive the next step in instruction

Carrie Taliaferro Multi grade/High School

Engagement and Questioning Techniques

Stage 3: Observe and Assess

What types of strategies will help enhance engagement and deeper thinking in learning?

Michael Skaggs 10th grade PAP English II/AP U.S. History

TESS evaluation Stage 2: Recognize an Opening (Sent email and verbal invitation)

Where would you like me to help support your students for your upcoming TESS evaluation?

Jodi Buckner PAP Biology I and Biology I

“My Access” and content writing

Stage 1: Establish a relationship

How can I help you use “My Access” to find appropriate writing prompts for Science and create a rubric? Can we use read around groups again this year for peer feedback?

Deborah Honaker Media Center Creating a climate for reading

Stage 4: Enroll Client How can we partner using the “Brown Bag Book Club” to help encourage students (and faculty) to read for pleasure?

GJHS Literacy Coaching CyclesApril 1- May 1, 2014

Teacher Name Subject/Grade Learning Focus Stage on the Flow of Coaching

What is the next step for this teacher(s)?

Chandra Brotherton and Nicole Little

9th grade PAP English I

Using student work to guide next step in instruction

Stage 5: Coaching Going over student work as a formative assessment to drive the next step in instruction

Andrew Post 9th grade Civics Developing a unit around a chosen novel. Using dual standards in Social Studies and CCSS reading standards to create “I Can” statements

Stage 4: Enrolling Client/Beginning Coaching Conversations

What does reading and writing look like in your content area? Creating “I Can” Statements from both Social Studies and CCSS reading and writing standards. Unpacking those standards.

David Furlow 9th grade art Narrative and Informational writing in Art

Stage 3: Observe/Assess

Continue using “My Access” to have students write in art. Provide more support in the creation of rubrics and “I Can” statements. Maybe add another writing prompt for next year?

Kara Copher, Alicia Peerson, Courtney Fogleman

8th grade English Looking at the standards and creating “I Can” statements for the “Road Not Taken Module”

Stage 5: Coaching Unpacking the standards. What would students have to demonstrate to show mastery of the standard?

Tammy Brewer 9th grade Economics Adding technology to her Socratic Seminars

Stage 2: Recognize an opening

When can we plan together to incorporate “Socrative” into instruction in the Socratic Seminars and embed deeper questions in their responses.

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Sample ‘I Can’ Statements

“I Can” Statements for “The Road Not Taken” unit (Module 4- CCSS 8th grade literacy)R.I.8.4“Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts”

1. I can determine the technical meaning of a word in a text and purposefully use it in my own writing.2. I can read and discuss a poem’s figurative and connotative meaning.3. I can find tone in a given passage.4. I can develop tone in my own writing.

Possible “I can” statements for Foreshadowing Lesson on September 10, 2013

1. I can find a foreshadowing quote in Freak the Mighty. 2. I can explain why I think the quote is an example of foreshadowing.3. I can identify a skill learned or a question I still have.


4. I can listen to my partner’s example before adding on.5. I can add on to what my classmate is saying.

Student-Centered Notes from Conversations with Teachers

From: Anderson, Gena

Sent: Monday, January 13, 2014 11:24 AM

To: McMahan, Jill

Subject: Lesson Observation

Enjoyed the math today. Great to see that students can use the manipulative AND explain their counting to

others. The number selection was a win-win for you and the students. Yes they were slower, but they were

successful. So the process is working. Questions for you to ponder:

What about Katelyn? Does she truly understand or does she watch others?

Mikey seemed to have no problem with the problems today. How will you continue to push him

forward? Or will he ever get to a point where he might do some trading using the base ten cubes?

Not sure if that is where you need him to go at this time, just wondering:)

Jayden and Hailey have the counting down (by 10s and then 1s). Do you plan to continue giving

them sets of numbers like todays lesson?

I wonder what would happen if you give them problems that the larger number is not the first

number. Would they know to start with the larger number to add on? Or would they continue to

use the first known addend?

Would you be willing to try out the idea of posting the "I can" statements for the lesson for the

students to see? I would like to know if you see this as a aid for the students to feel

accomplishment and satisfaction in their learning each day. In other words be the lab to let me

know if that really gets more bang for the buck:) (I know you like to prove things to yourself and to

me.)

Debriefing of the lesson was nice. The students wanted to share what they had done. The atmosphere for

learning is non-threatening for sure in your classroom. Your praise was genuine. see you Wednesday.

Gena Anderson


--------------------------------------------------------------------------------

From: McMahan, Jill

Sent: Monday, January 13, 2014 12:01 PM

To: Anderson, Gena

Subject: RE: Lesson Observation

What about Katelyn? Does she truly understand or does she watch others?

I think a little of both. Last week with the smaller numbers she did great. She was able to solve using

her number grid and base ten blocks. I think with more practice with the larger numbers she will do

well. I will keep an eye on her. Hopefully by Wednesday we will see her able to manipulate the higher

numbers.

Mikey seemed to have no problem with the problems today. How will you continue to push him

forward? Or will he ever get to a point where he might do some trading using the base ten cubes? Not

sure if that is where you need him to go at this time, just wondering:) I was shocked by Mikey today. I

had him repeat his answer because last week he was counting on the number grid in tens and ones. I

was surprised that he went back to counting by 1s on the 100s grid. I am hoping that after he saw

Hunter count by 10s & 1s on his grid today that I will see him go back to that method! YES my goal is to

eventually get him to trade using base 10 cubes but right now his main method of solving is 100s

grid.... Maybe when we get to #s over 100?!?

Jayden and Hailey have the counting down (by 10s and then 1s). Do you plan to continue giving them

sets of numbers like todays lesson? Jayden & Hailey were my two big "ah-ha" moments today. I was

very proud of the way they were able to solve using the base 10 cubes. I think I will give them similar

problems tomorrow and see if their methods will "rub-off" on their group! And /or to see if they stick

to their methods...they've been known to surprise me!

I wonder what would happen if you give them problems that the larger number is not the first number.

Would they know to start with the larger number to add on? Or would they continue to use the first

known addend? Good thought... I will try this on tomorrow's lesson! My thinking is that they would

start at the first given number.(Their MISCONSEPTION ..) This would be a great teachable moment...

We have talked about starting with the higher number and count on but that was during single digit

addition.


Would you be willing to try out the idea of posting the "I can" statements for the lesson for the

students to see? I would like to know if you see this as a aid for the students to feel accomplishment

and satisfaction in their learning each day. In other words be the lab to let me know if that really gets

more bang for the buck:) (I know you like to prove things to yourself and to me.)

UGH... Oh Gena, you know they won't look at anchor charts - HA! Yes we will compose one together on

methods to solve addition problems using "I Can" statements... This would actually be good when I change

problem types ....but would it confuse them? Make them think that is the ONLY ways to solve the problems??

I don't want to leave the CGI process and make them think there is only certain ways to solve...will they be

looking at the chart for methods and not thinking through their problem solving??? Thoughts? Ideas?? Maybe

I could make an "I can" chart just stating tools that can be used??? I can use my base 10 blocks...I can use my

number grid....ect

Debriefing of the lesson was nice. The students wanted to share what they had done. The atmosphere for

learning is non-threatening for sure in your classroom. Your praise was genuine. see you Wednesday.

Debriefing thoughts - this is where I've been trying to bring in some of the I Can statements... what methods

did you learn / see / use "I can use my..."

Tomorrow’s goal...

Purple Group - High Group - Stick with Joint Result Unknown... Reverse order of numbers - Highest number

last. Stick with numbers in the 30s & 40s.

Orange Group - Mid Level - Stick with Joint Result Unknown... Reverse order of numbers - Highest number last.

Stick with numbers in the 20s - This group struggled with numbers in the 30s. Maybe one more problem in the

20s to nail down confidence in their ability and then bump back up to 30s for 2nd problem.

Blue Group - Low group - Stick with Joint Result Unknown... Stick with numbers in the 20s - work on methods

like base 10s and 100s grid. This group is really struggling with these higher numbers but my main goal with

them is to get them out of one to one correspondence.

Jill McMahan

East Pointe Elementary


There are 5 doc. as attachments on this email.

Just wanted to touch base with both of you about the coaching cycle. The sample questions are just for you to

look at and let me know if you have any preferences to how we communicate.

The small group coaching doc. is to let you look at what I interpreted our conversations to be when looking at

this document. Let me know what you both think about this doc.

The three observations in your classroom is just taking my chicken scratch back to the computer and writing

what I saw in the class from the students. Remember we are looking at what the students are doing to find

out what we can do to increase their math knowledge.

Questions...comments....Could we have one day a week that we communicate all three together and the

other times we can communicate via email? How does that sound to you?

Enjoyed watching the students. They really are showing their math knowledge and thinking skills. Great job.

gena

Gena Anderson

To: McMahan, Jill; McKinney, Becky; Huneycutt, Hilary;

Great to be in the classes today. Kids are working hard.

Praises...liked the way students were building numbers with base ten blocks and cubes, liked how we could

hear and see how they were counting the numbers, great use of the tools at hand, enjoyed working with the

small group on listening and following directions, liked the reinforcement on the procedures (heard a student

explain to another student that they needed to be quieter, that's a 4 on TESS) and the use of students' names

in the problems. Jill thanks for trying the 'I can' statements. I understand it is just one more thing to do, but I

really want to see what you think about this over time.

Thoughts to ponder...how about the choice of numbers for moving the groups and individual students on to

use different tools and strategies? are their differences in strategies and tools? how do we know when

students are really getting the answers or waiting for a smart neighbor to give them the answer? what


percent of the students do you believe 'got it' today in your math groups? do you think the students use

enough thinking time about the problem before they start to work on the writing something down?


TESS Small Group Coaching

Teachers' Names: Coach's Name: Gena Anderson

Purpose for the Group Work: Dates of Cycle: What did we learn from analyzing the student work?

What is our goal for student learning?

How will we extend our learning as a group?

As a result of the small group coaching cycle, what instructional practices are the teachers planning to use, change or modify?

What is the evidence that the desired learning goal was accomplished?


Documents

Diane Sweeney: Student-Centered Coaching€¦ · Web viewThe small group coaching doc. is to let you look at what I interpreted our conversations to be when looking at this document