HANDOUTS Student-Centered Coaching (Denver, 2016) – Student-Centered Coaching (Denver, 2016) ... into student-friendly learning targets 3. ... planning template,

  • View
    214

  • Download
    2

Embed Size (px)

Text of HANDOUTS Student-Centered Coaching (Denver, 2016) – Student-Centered Coaching (Denver, 2016) ......

  • 1 | P a g e ( w w w . d i a n e s w e e n e y . c o m )

    HANDOUTS Student-Centered Coaching (Denver, 2016)

    Student-Centered, Teacher-Centered, and Relationship-Driven Coaching

    More Impact on Students-------------------------------------------------Less Impact on Students

    Student-Centered

    Coaching

    Teacher-Centered

    Coaching

    Relationship-Driven Coaching

    R

    ole

    The coach partners with

    teachers to design learning

    that is based on a specific

    objective for student

    learning.

    The coach moves teachers

    towards implementing a

    program or set of

    instructional practices.

    The coach provides support and

    resources to teachers.

    Fo

    cu

    s

    The focus is on using data

    and student work to

    analyze progress and

    collaborate to make

    informed decisions about

    instruction that is

    differentiated and needs-

    based.

    The focus is on what the

    teacher is, or is not, doing

    and addressing it through

    coaching.

    The focus is on providing support

    to teachers in a way that doesnt

    challenge or threaten them.

    U

    se o

    f D

    ata

    Formative assessment data

    and student work is used to

    determine how to design

    the instruction. Summative

    assessment data is used to

    assess progress towards

    standards mastery.

    Summative assessment data

    is used to hold teachers

    accountable, rather than as

    a tool for instructional

    decision-making.

    Data is rarely used in relationship-

    driven coaching.

    Use

    of

    Ma

    teria

    ls

    Textbooks, technology,

    and curricular programs

    are viewed as tools for

    moving student learning to

    the next level.

    The use of textbooks,

    technology, and curricular

    programs is the primary

    objective of the coaching.

    Sharing access and information

    to textbooks, technology, and

    curricular programs is the primary

    focus of the coaching.

    Pe

    rce

    ptio

    n

    Of

    the

    Co

    ac

    h

    The coach is viewed as a

    partner who is there to

    support teachers to move

    students towards mastery

    of the standards.

    The coach is viewed as a

    person who is there to hold

    teachers accountable for a

    certain set of instructional

    practices.

    The coach is viewed as a friendly

    source of support who provides

    resources when needed.

    Ro

    le o

    f

    Re

    latio

    nsh

    ips

    Trusting, respectful, and collegial relationships are a necessary component for this type of

    coaching.

    We will: Read and take notes on the continuum for student-centered, teacher-centered, and relationship-

    driven coaching. In small groups, please write down examples of coaching practices that fall into each

    category.

    http://www.dianesweeney.com/

  • 2 | P a g e ( w w w . d i a n e s w e e n e y . c o m )

    Student-Centered Coaching Teacher-Centered Coaching Relationship-Driven Coaching

    Core Practices for Student-Centered Coaching 1. Set a standards-based goal for coaching cycles

    2. Unpack the standard(s) into student-friendly learning targets

    3. Use student evidence to co-plan instruction

    4. Organize coaching through cycles

    5. Co-teach with a focus on effective instructional practices

    6. Measure the impact of coaching on student and teacher learning

    7. Partner with the school leader

    Core Practice #1: Set a standards-based goal for coaching cycles

    Examples of Goldilocks Goals

    Too Narrow Just Right Too Broad

    Students will create a

    diagram that shows the

    water cycle.

    Students will learn their

    addition and subtraction

    facts.

    Students will memorize

    the major events in the

    Civil Rights movement.

    Students will engage in

    research in order to

    understand how drought

    impacts daily life.

    Students will use a variety

    of strategies to solve

    addition and subtraction

    problems.

    Students will analyze the

    role of a key person in the

    Civil Rights movement.

    Students will describe

    weather in our area.

    Students will understand

    the concept of addition

    and subtraction.

    Students will learn about

    the Civil Rights

    movement.

    http://www.dianesweeney.com/

  • 3 | P a g e ( w w w . d i a n e s w e e n e y . c o m )

    Sample Goal Setting Conversation

    Coach Im looking forward to working with you during our upcoming coaching cycle. You probably

    remember that we always start by determining a student-learning goal for our coaching

    cycle. What are you thinking?

    Teacher Im not sure about a student-learning goal. What I really need help with is a math unit

    coming up in two weeks that I've never taught before or know much about. I need help with

    resources, strategies and some formative assessment ideas. If you can get me those, then I

    should be ready to go.

    Coach Its great that you are thinking through the unit ahead of time. Lets take a minute to review

    the unit so that we are clear about the learning we are after for your students. (Coach pulls

    out the unit and standards)

    Teacher Ok, but what I really need is resources and activities.

    Coach Well definitely brainstorm resources and activities, but we need to start with a goal for

    student learning. Thats key to understanding how we will teach and assess. It will also help us

    stay focused on your students.

    Teacher Well, I suppose the goal is for my students to correctly add and subtract three digit numbers.

    Id like them to do this quickly and from memory.

    Coach Okay, that makes sense. As I look at the unit, I notice an emphasis on using a variety of

    strategies for solving these types of problems. For example, using place value, breaking

    apart numbers, etc. What if we focused on helping your students use more strategies than

    just memorization? If we went in this direction, then wed be right in line with the unit.

    Teacher I guess more strategies would be okay. I just want them to get the correct answer and not

    count on their fingers anymore.

    Coach I agree that the correct answer is important. How about if we made our goal for student

    learning something like, Students will understand a use a variety of strategies to correctly

    add and subtract three digit numbers. It aligns with the unit and the standards. Would that

    goal work for you?

    Teacher Sure, as long as I get some ideas for activities too. Thats really where Im stuck.

    Coach Yes, youll remember that we have a weekly planning session as part of our coaching cycle.

    Well do lots of planning together. We can also co-teach some lessons to try out some

    different ways to teach the lessons. Sound ok?

    Teacher Okay with me.

    Stems for Goal Setting

    1. What do you hope the students will learn as a result of our partnership?

    2. Lets look at the standardshow might they help us choose a focus?

    3. What would you like to see your students doing as (readers, writers, mathematicians, scientists, etc.)?

    4. Is there any student work or data that could help us decide on a focus that would make the most

    impact on your students?

    5. How do you feel about the goal weve selected? Does it feel right to you?

    http://www.dianesweeney.com/

  • 4 | P a g e ( w w w . d i a n e s w e e n e y . c o m )

    Core Practice #2: Unpack the standard(s) into student-friendly learning targets

    When thinking about individual learning targets, we ask ourselves:

    Is the target directly related to our goal for the coaching cycle and the standard(s) that support it?

    Is the target written in kid-friendly language?

    Does the target focus on learning rather than on a task or activity?

    Can this target be measured?

    Is the target just right in size containing only one action and/or piece of content?

    When considering a set of learning targets, we ask ourselves:

    Does this set of targets cover all aspects of the goal and accompanying standard(s)?

    Does the set of targets represent multiple levels of thinking?

    Is there a balance of knowledge and skill in this set of targets?

    Core Practice #3: Use student evidence to co-plan instruction

    Checklist for Collecting Student Evidence

    It doesnt take long to create

    It doesnt require a lot of class time for students to produce (or is simply work they are already doing in

    class)

    It can be analyzed as part of regular planning time

    It is aligned with standard(s) and learning target(s)

    It makes thinking visible

    It doesnt leave much room for guessing such as with yes/no or true/false

    Learning target: I can put my stories on paper in pictures and words.

    1. Marco

    Wrote a lot of words

    2. Julio

    Drew pictures

    3. Marie

    Put name on paper

    and then sits and

    thinks. Later, begins

    to draw

    4. Lee

    Pictures and

    words

    5. Geraldo

    Detailed drawing

    and words to

    match

    6. Timothy

    Jumps right to

    drawing a detailed

    picture.

    7. Sonny

    Pictures and