Student-Centered Coaching: The Moves - Corwin Advance · • implement tools to measure the impact of coaching on student learning and instructional practice, • partner with the

Accessing the CourseTo access your course, you will need an Internet-connected device such as a computer, tablet, or mobile

phone. Courses run within the following web browsers:

• Chrome

• Firefox (Extended Releases are not supported)

• Internet Explorer 11 (Windows only)

• Edge (Windows only)

• Safari 10 and 11 (Macintosh only)

For the best experience, please ensure that your browser is up to date.

Login1. Go to https://corwin.instructure.com

2. Login with the email address and password you used to purchase the course.

3. If you don’t remember the password you created, simply click Forgot Password? to reset it.

MaterialsAll required readings and videos are included in the course as digital files, including content from:

Sweeney, D. (2011). Student-centered coaching: A guide for K–8 coaches and principals. Thousand Oaks,

CA: Corwin.

Sweeney, D., & Harris, L. S. (2017). Student-centered coaching: The moves. Thousand Oaks, CA: Corwin.

Course DescriptionDiscover how to structure your coaching practice to improve teacher capacity while growing student

achievement. This course teaches you how to collaborate with teachers to design instruction that targets

improved student outcomes. Learn directly from experienced coaches who have mastered this approach,

and start your journey by charting a personalized action plan that you can implement in your sessions.

Student-Centered Coaching: The Moves

Course Syllabus and Requirements

3 Semester Hours of Graduate Credit

Course ObjectivesBy the end of this course, you will be able to

• develop tools and techniques for engaging teachers in coaching cycles (scheduling, coaching cycles,

partnership agreements),

• set standards-based goals for coaching cycles,

• use learning targets and formative assessments as a foundation for coaching,

• learn strategies for co-planning and co-teaching,

• implement tools to measure the impact of coaching on student learning and instructional practice,

• partner with the school leadership to implement an effective coaching model, and

• practice using strategies for providing strengths-based feedback across coaching conversations.

Course OutlineThis course is self-paced. However, if you are taking this course for graduate credit, please be aware of the

due date of the final assignment, as this must be met in order to receive credit.

Key DatesMany students find the courses most rewarding if they work through at a steady pace, setting aside

dedicated time to take the course. Completing one module per week is a common goal.

The Student-Centered Coaching ModelAfter completing this module, you will be able to• explore the differences between student-centered coaching and other

instructional coaching models, and• develop an understanding of the purpose and core practices for

effective student-centered coaching.

3.5 hrsTypical timeto complete

Focus Introduction to the Core Practices

Read Introduction to the Student-Centered Coaching Model

Watch Beginning Student-Centered Coaching

Check Your Knowledge Coaching

Evaluate and Reflect Current Coaching Practices

Discuss The Student-Centered Coaching Model

Explore Where Do You Fall?

Quiz The Student-Centered Coaching Model Graded

Reflect The Student-Centered Coaching Model

Update Your Portfolio The Student-Centered Coaching Model

Module

1

Partnering With School LeadershipAfter completing this module, you will be able to• understand the differences in the roles of school leadership and

instructional coaches, and• explore the premise that the coach supports and the principal

supervises.


Module

2Read Elements of Partnership

Watch Partnering With the School Leadership

Analyze, Evaluate, Synthesize

Principal Partnership Agreement Activity

Discuss Partnering With the School Leadership

Dialogue Partnering With the School Leadership

Student-Centered Coaching CyclesAfter completing this module, you will be able to• learn the process for organizing coaching through cycles, and• understand the key components of a student-centered coaching cycle.


Focus Student-Centered Coaching Cycles

Read What Is a Coaching Cycle?

Watch Components of a Coaching Cycle

Examine Getting to 60%

Create Sample Launch Letter Activity

Discuss Student-Centered Coaching Cycles

Explore Launching and Scheduling Coaching Cycles

Quiz Student-Centered Coaching Cycles Graded

Project Student-Centered Coaching Cycles Submit for grading

Reflect Student-Centered Coaching Cycles

Update Your Portfolio Student-Centered Coaching Cycles

Module

3

Quiz Partnering With the School Leadership Graded

Reflect Partnering With the School Leadership

Update Your Portfolio Partnering With the School Leadership

Launching the PartnershipAfter completing this module, you will be able to• explore the teacher/coach collaboration and agreement that should

precede a coaching cycle,• understand the power of co-teaching with a focus on effective

instructional practice, and• learn about co-planning using student evidence.


Focus Launching the Partnership

Read Co-Teaching

Watch Getting the Partnership Up and Running

Check Your Knowledge Collecting Student Evidence While Co-Teaching

Analyze, Evaluate, Synthesize Partnership Agreement Activity

Discuss Launching the Partnership

Explore Getting Ready for a Coaching Cycle

Quiz Launching the Partnership Graded

Reflect Launching the Partnership

Update Your Portfolio Launching the Partnership

Module

4

Using Learning TargetsAfter completing this module, you will be able to• learn how to unpack goals into learning targets,• examine examples of effective learning targets, and• understand how to use learning targets at each stage of a coaching cycle.


Focus Using Learning Targets

Read How to Create Learning Targets

Watch Unpacking a Standard Into Learning Targets

Analyze, Synthesize, Reflect Learning Targets

Discuss Using Learning Targets

Dialogue Using Learning Targets

Quiz Using Learning Targets Graded

Reflection Using Learning Targets

Update Your Portfolio Using Learning Targets

Module

6

Micro ModelingAfter completing this module, you will be able to• examine the student-centered coaching move micro modeling, and• create your own lesson plan for co-teaching.


Read Goal of Micro Modeling

Watch Ideas for Co-Planning and Co-Teaching

Check Your Knowledge When Do I Use Micro Modeling?

Analyze, Synthesize, Create Create a Lesson Plan

Discuss Micro Modeling

Dialogue Micro Modeling

Quiz Micro Modeling Graded

Reflect Micro Modeling

Update Your Portfolio Micro Modeling

Module

7

Setting Goals for Coaching CyclesAfter completing this module, you will be able to• review examples of effective goal setting,• understand the importance of language in goal-setting conversations, and• craft standards-based goals for use in your own practice.


Read Introduction to Goal Setting

Watch Setting Goals for Coaching Cycles

Examine Embedding Formative Assessment Data Into Coaching Cycles

Evaluate and Reflect Assessing Goals Activity

Discuss Setting Goals for Coaching Cycles

Explore Setting Norms for a Coaching Cycle

Quiz Setting Goals for Coaching Cycles Graded

Project Setting Goals for Coaching Cycles Submit for grading

Reflection Setting Goals for Coaching Cycles

Update Your Portfolio Setting Goals for Coaching Cycles

Module

5

Thinking AloudAfter completing this module, you will be able to• learn how an effective teacher/coach partnership hinges on co-planning

using student evidence,• explore strategies for using thinking aloud in your classroom practice, and• understand the difference between thinking aloud and giving advice.


Read Introduction to Thinking Aloud

Watch Thinking Aloud: The Move

Examine Six Moves for Coaching in the Classroom

Create and Reflect Thinking Aloud Reflection Activity

Discuss The Thinking Aloud Strategy

Explore Thinking Aloud in the Classroom

Quiz Thinking Aloud Graded

Project Co-Teaching Moves Submit for grading

Reflect Thinking Aloud

Update Your Portfolio Thinking Aloud

Module

9

Noticing and NamingAfter completing this module, you will be able to• learn how an effective teacher and coach partnership hinges on

co-planning using student evidence, and• explore strategies for using noticing and naming in your classroom

practice.


Read Strengthening Instruction

Watch Strategies in Practice

Analyze and Synthesize Student Data

Discuss Noticing and Naming

Dialogue Noticing and Naming

Quiz Noticing and Naming Graded

Reflect Noticing and Naming

Update Your Portfolio Noticing and Naming

Module

8

Providing Strengths-Based FeedbackAfter completing this module, you will be able to• understand the concept of strengths-based feedback and its importance

in coaching conversations, and• practice providing strengths-based feedback.


Read Strengths-Based Feedback: The Move

Watch Providing Feedback

Examine How Are You Doing?

Check Your Knowledge Strengths-Based Feedback

Create and Reflect Authentic Feedback Activity

Discuss Effective Strengths-Based Feedback Strategies

Dialogue The Benefits of Strengths-Based Feedback

Quiz Providing Strengths-Based Feedback Graded

Reflect Providing Strengths-Based Feedback

Update Your Portfolio Providing Strengths-Based Feedback

Module

10

Measuring Impact and Documenting Our WorkAfter completing this module, you will be able to• explore how the Results-Based Coaching Tool and coaching logs can

help define and demonstrate progress,• understand how the Results-Based Coaching Tool aligns with all of the

steps in a coaching cycle, and• learn about strategies for ending coaching cycles.


Focus Results-Based Coaching

Read Measuring Impact

Watch Reflecting on a Coaching Cycle

Check Your Knowledge Using the Results-Based Coaching Tool

Analyze, Create, Reflect Adapting a Coaching Log Activity

Discuss Using the Results-Based Coaching Tool

Explore Checking in After a Coaching Cycle

Quiz Measuring Impact and Documenting Our Work Graded

Reflect Measuring Impact and Documenting Our Work

Update Your Portfolio Measuring Impact and Documenting Our Work

Module

11

Course CapstoneFinal Project Determine Your Coaching Plan: Student-Centered Coaching Submit for grading

Final Exam Student-Centered Coaching Graded

Final Reflect Student-Centered Coaching

Update Your Portfolio Student-Centered Coaching

InTASC Standards AlignmentOur courses have been aligned to the InTASC Model Core Teaching Standards that outline what all

teachers across all content and grade levels should know and be able to do to be effective in today’s

learning contexts. You can also view alignment to other popular frameworks here.

Standard Covered in Modules

Standard 3: Learning Environments 2, 3, 4

Standard 4: Content Knowledge 5

Standard 6: Assessment 5

Standard 7: Planning for Instruction 1, 3, 4, 5, 6, 7, 8, 9

Standard 8: Instructional Strategies 7, 8, 9, 10

Standard 9: Professional Learning and Ethical

Practice7, 8, 9, 10, 11

Standard 10: Leadership and Collaboration 2, 7, 9, 11

Course PoliciesGrading Policy and Rubric

Component(s) Percentage of Final Grade

Final Project 40%

Final Exam 20%

Module Projects 30%

Module Quizzes 10%

Documents

Student-Centered Coaching: The Moves - Corwin Advance · • implement tools to measure the impact of coaching on student learning and instructional practice, • partner with the