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. - PowerPoint PPT Presentation
Student-Centered Coaching: The Power of In-the-Moment Coaching Practices You dont just walk into someones house and immediately begin moving around the furniture.
CarolSecondary Instructional Coach
How can coaching be student-centered while utilizing the knowledge and expertise of teachers?4WelcomeSession 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
5Purpose of Coaching StrandParticipants will be able toIdentify 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.
Materials in this Strand69.4. Module OverviewCoaching Heavy/Coaching Light Reprised (Killion, 2010)Learning-Focused Consultation (Lipton & Wellman, 2010)Five Collaborative Transcripts (Classroom Teaching, Debriefing, & Coach Reflections)Coaching Cycle Template6Session 16Student-Centered Coaching: Identifying Student Learning Needs and Potential Interventions7Session 1: Identifying Student Learning Needs & Potential Interventions 8Part 2: Identify the Learning Needs Of Ani Rosarios Students During Module 9.4s Performance AssessmentPart 1: Identifying Characteristics of Student-Centered Instructional Coaching8Student Centered Coaching(Wilder, 2014)99Try This: A Heavy Coaching IntentionTask #1: Read Heavy Coaching (Killion, 2010) independently.Annotate the differences between heavy coaching and light coaching.Discuss the differences with a partner. Time: 15 minutes10Try This: A Heavy Coaching IntentionWhat 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 minutes11Student Centered Coaching: Our Intention Matters
12No set of coaching practices define heavy coaching and no coaching model is purely heavy.
Identifying coaching light (or heavy) is not easy since the key factor is the coachs intentions and results (Killion, 2008, p. 23.)Coaching LightCoaching HeavyFocus on teaching practices identified by teachers. Focus on student learning and the use of specific practices within the schools or districts instructional framework, teachers performance standards, or aligned with the adopted curriculumFeedback on teaching practices Feedback on the instruction between student engagement in learning, performance, and achievement and teaching Teacher self-assessment based on perceptions or opinions.Data-Driven assessment based on student dataVoluntary coaching only those teachers who request coaching receive itExpectations for all teachers to engage in coaching all teachers engage in continuous improvement with specific feedback and support from the coach Focus on adapting or refining instructional strategiesFocus on transforming practice, examining beliefs and testing assumptions
Focus on implementing strategiesFocus on deep understanding of the theory and research underlying strategies to ensure executive controlEmphasis on feeling supportedEmphasis on developing expertise 12Student Centered Coaching: Coaching as Negotiation
13Carol (Literacy Coach)Sam (6th Grade Teacher)I know if the text isnt meaningful the kids wont be engaged. I also know if they dont have clarity of where theyre going, theyre not going to read it--especially if he (Sam) doesnt 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 dont have a coach. Im also starting to see them coming together. The predicting. The summarizing. The connecting. Id like a clear understanding of it before you go in and teach it.What knowledge did Carol and Sam negotiate?(Wilder, 2014)13Session 1: Identifying Student Learning Needs & Potential Interventions 14Part 2: Identify The Learning Needs Of Ani Rosarios Students During Module 9.4s Performance AssessmentPart 1: Identifying Characteristics of Student-Centered Instructional Coaching14Steps in Planning With an Existing Curriculum* Optional depending on context. 15 Bottlenecks16Points 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.
Analyze the Module 9.4 Learning DemandsTime: 10 minutes17Task #2: After reading the Module 9.4 Overview, annotate the Module 9.4 Assessed Learning Standards and the End-of-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?In the Intro to Argumentative Writing session, participants only annotated the first 14 lessons. This task asks participants to annotate the entire Module 9.4. 17Meet Ani Rosario3rd Year English teacher at Dansville High SchoolTeaches both 9th grade Honors English and 9th grade Regular English coursesPiloted 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 AssessmentHad previously taught the Odell Close Reading Unit with these same studentsHas met with fellow English teaching colleagues (cross district) since September to unpack modulesDansville High School: 575 students, rural, 65% low income83% of students at/above a 3 on State English Accountability1818Analyze Student Quick WritesTime: 20 minutes19Task #3: You have been provided with a quick write from each of Anis 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 self-identifying as challenging?
Discussion of Student Quick Writes20What 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? Self-Identified Student Writing Needs21
Ani and Phils Analysis of Student Quick WritesSelf-Identified Student Writing Needs22
Which CCSS writing standards were students struggling with?Are Student Self-Identified Writing Struggles Valid?Time: 25 minutes23Task #4: You have been provided with four drafts of student performance assessments. Using W.9-10.1A-1E, select one students 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?
Discussion of Student Drafts24What bottlenecks appeared?What reading and/or writing standards appeared to be most challenging to these students?What possible instructional responses might be appropriate? In-The-Moment Teaching: Possible Instructional Responses25Follow Up With Individual StudentsFocused Mini-Lessons (5 min or less)Flexibly Grouped Peer EditingAnalysis of Sample Student EssayShort Video Discussing Authors Craft TopicShared WritingCollaborative Analysis of Student Bottlenecks26Task #5: You have been provided a transcript of the first days 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 minutesThursdays Instructional Responses27
Thursdays Lesson Plan:
Explanation of Instructional Responses (5 min-Ani)Turn & Talk Grouping (10 min-Ani)Assigned students based on quick write responseEvidence Mini-Lesson (5 min-Phil)Individual Writing (25 min-Ani/Phil)Feedback & Closure (5 min-Ani)28Q & A
Pulse CheckPlease go tohttps://www.engageny.org/resource/network-team-institute-materials-july-7-11-2014and fill out the Plus/Delta for todays sessions.
How can coaching be student-centered while utilizing the knowledge and expertise of teachers? You Are Here 3131 Session 2 32Student-Centered Coaching: Identifying Coaching Tensions and Potential Practices3233Purpose of Coaching SessionParticipants will be able toIdentify differences in three coaching stances. Identify potential coaching tensions in a collaboration. Analyze the in-the-moment coaching practices used by PhilSession 1: Identifying Student Learning Needs & Potential Interventions 34Part 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 Phil34Student Centered Coaching: Coaching as NegotiatingTeaching ContextEvery collaborativ