Student-Centered Coaching Making Coaching About Student Learning JENNIFER BURTON jburton.readnwrite@gmail.com Twitter: @jenniferburto12 Blog: refiningrcraft.blogspot.com

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Student-Centered Coaching Making Coaching About Student Learning JENNIFER BURTON jburton.readnwrite@gmail.com Twitter: @jenniferburto12 Blog: refiningrcraft.blogspot.com Slide 2 Padlet.com http://tinyurl.com/decaturpadlet Slide 3 1.Setting goals for coaching cycles 2.Creating learning targets 3.Using evidence of student learning to plan differentiated instruction 4.Using effective teaching and coaching practices 5.Documenting the impact of coaching 6.Scheduling Coaching Cycles 7.Partnering with the school-leadership Core Practices for Student-Centered Coaching: Agenda Slide 4 Slide 5 Supporting Research from Hatties Visible Learning An effect size above.40 = EFFECTIVE Handout p. 4 Slide 6 Handout p. 1 & 2 Slide 7 What is a Coaching Cycle? 4-6 weeks of ongoing work with individuals or teams 1-2 times per week in the classroom during instructional time 1 weekly meeting to analyze student work and plan instruction (approx. 45 minutes) Handout p. 3 Slide 8 Coachin g Cycles Stage 1: Goal Setting Stage 2: Pre-assess & Design Instruction Stage 3: Instruction & Coaching Modify. Stage 4: Post- Assessment & Follow Up Stages of Coaching Cycles Slide 9 Core Practice #1: Setting Goals for Coaching Cycles What do we want our students to know or be able to do? Standards-Based Goals Student-Engagement Goals Student Behavior Goals Handout: 3 rd Grade p. 4 & 5 7 th Grade p. 6 & 7 Slide 10 Core Practice #2: Creating Learning Targets I can statements allow you to unpack the standards. Handout p. 4 I can share what is happening at the beginning of the story. I can Slide 11 Handout p. 35 Documenting the Coaching Cycle 1. 2. 3. 4. 5. Slide 12 Core Practice #3: Using Student Evidence to Plan for Instruction Pre-assessment Slide 13 Core Practice #3: Using Student Evidence to Plan for Instruction Pre-assessment Data Form to Show Growth Slide 14 Core Practice #3: Using Student Evidence to Plan for Instruction Pre-assessment Data to inform instruction Handout p. 10 Slide 15 Handout p. 29 Documenting the Coaching Cycle Slide 16 Using Formative Assessment Gradual Release Model Reflective Dialogue & Questioning Core Practice #4: Using Effective Teaching & Coaching Practices Slide 17 Core Practice #4: Using Effective Teaching & Coaching Practices Handout p. 14 Use formative assessment to inform instruction Slide 18 Core Practice #4: Using Effective Teaching & Coaching Practices Gradual Release Model I Do, We Do, You Do Handout p. 18 Slide 19 Core Practice #4: Using Effective Teaching & Coaching Practices Handout p. 18 Gradual Release Model - I Do, We Do, You Do Demo Lessons Co-Teaching Observation Slide 20 Core Practice #4: Using Effective Teaching and Coaching Practices Reflect on what instructional practices will best support student learning Teacher Modeling/Think Aloud Turn & Talk or Close Reading Math Workshop Slide 21 Core Practice #4: Using Effective Teaching & Coaching Practices Handout p. 19-21 Reflective Dialogue Open Ended Questions Debrief What worked? What would you tweak? Where do we go from here? Slide 22 Observation or Lesson Study Core Practice #4: Using Effective Teaching & Coaching Practices Slide 23 Handout p. 21 Debriefing - Reflective Dialogue Open Ended Questions Shifting Logical Levels of Conversation Shift Up or Down Slide 24 Coaching Moves Read the coaching conversation p. 20 and mark where you notice particular coaching moves that support student centered coaching. Handout p. 22-24 Slide 25 Lets try it! Use the following scenario or think of your own and follow the directions on p. 28 More scenarios in handout on p. 29 or come up with your own! My kids are not listening to anything I say. I have to ask them questions or else they dont pay attention. My students dont get it. They dont understand what Im teaching. So I have to teach and re- teach every mini-lesson 5-6 times. I really want to work on getting better at conferring. Slide 26 Reflections Student-Centered Coaching Rubric - Handout p. 30-33 Slide 27 Core Practice #5: Documenting the Impact of Coaching Weekly Coaching Logs Identify a Goal for Student Learning Creating a Plan for Assessment Documenting Baseline Data Delivering Instruction and Monitoring Student Learning Measuring the Impact of the Coaching Cycle Handout p. 34-38 Slide 28 Post-assessment Data Form to Show Growth Core Practice #5: Documenting the Impact of Coaching Slide 29 Coaching Binder For Each Coaching Cycle Keep: Results Based Coaching Tool * Coaching Logs Pre-Assessment Pre-Assessment Data Record Form * Post-Assessment Post-Assessment Data Record Form* Slide 30 Slide 31 Core Practice #6: Scheduling Coaching Cycles Flow of Coaching Establish Relationships Recognize Openings Familiarize Yourself with the Classroom Context Create Agreements with the Teacher Engage in Coaching Conversations Handout p.39 Slide 32 Core Practice #6: Scheduling Coaching Cycles Sample Welcome Letter p. 41 & Schedules p. 42-43 in handout Slide 33 Core Practice #7: Partnering with School Leadership Key Concepts to Consider Trust Defining our roles How will student data inform our coaching? How are we framing coaching? Autonomy, Masery and Purpose? How will all school leaders support each other Handout p.44-45 Slide 34 Motivation, Engagement & Professional Development Autonomy The urge to direct our own lives Mastery The desire to get better and better at something that matters Purpose The yearning to do what we do in the service of something larger than ourselves Slide 35 Develop a Shared Vision & Strategy How does involvement increase ownership? Performance Involvement Directive Communication & Understanding Problem Solving Shared Decision Making Participative Leadership Slide 36 Core Practice #7: Partnering with School Leadership Read the article Pave the Way for Coaches. Jigsaw so that each group take one of the five ways to support the coaching model. Handout p. 44-45 Jigsaw Article Slide 37 Reflection How motivated and engaged are you in your work? How do you build in autonomy, mastery, and purpose in your role as a leader? Slide 38 http://www.russellheimlich.com/blog/target_blank-vs-target_new/ (Target) http://coachingchronicles.blogspot.com/2009/10/science-demonstration-lessons.html (Demo Lesson) http://hcsamiller.weebly.com/millers-mouthful-blog/archives/04-2013 (student work/post-its) Resources Slide 39 Slide 40