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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.”

CarolSecondary Instructional Coach

How can coaching be student-centered while utilizing the knowledge and expertise of teachers?

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Welcome

• Session 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

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Purpose of Coaching Strand

• Participants will be able to… Identify 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 Strand

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• 9.4. Module Overview• “Coaching Heavy/Coaching Light

Reprised” (Killion, 2010)• “Learning-Focused Consultation” (Lipton

& Wellman, 2010)• Five Collaborative Transcripts (Classroom

Teaching, Debriefing, & Coach Reflections)• Coaching Cycle Template

Session 1

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Student-Centered Coaching: Identifying Student Learning Needs and Potential Interventions

Session 1: Identifying Student Learning Needs & Potential Interventions

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Part 2: Identify the Learning Needs Of Ani Rosario’s Students During Module 9.4’s Performance Assessment

Part 1: Identifying Characteristics of Student-Centered Instructional Coaching

Student Centered Coaching

(Wilder, 2014)

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Transparent Coaching Intention Stubborn Use of

Meaningful Assessment Data

Shifting Coaching Stances Responsive

Disciplinary Teaching

Student-Centered Coaching

Try This: A Heavy Coaching Intention

Task #1: • Read “Heavy Coaching” (Killion, 2010)

independently.• Annotate the differences between “heavy

coaching” and “light coaching.”• Discuss the differences with a partner.

Time: 15 minutes

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Try This: A Heavy Coaching Intention

• What 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 minutes

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Student Centered Coaching: Our Intention Matters

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• No 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 coach’s intentions and results” (Killion, 2008, p. 23.)

Coaching Light Coaching HeavyFocus on teaching practices identified by teachers.

Focus on student learning and the use of specific practices within the school’s or district’s instructional framework, teacher’s performance standards, or aligned with the adopted curriculum

Feedback 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 data

Voluntary coaching– only those teachers who request coaching receive it

Expectations 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 strategies

Focus on transforming practice, examining beliefs and testing assumptions

Focus on implementing strategies

Focus on deep understanding of the theory and research underlying strategies to ensure executive control

Emphasis on feeling supported Emphasis on developing expertise

Student Centered Coaching: Coaching as Negotiation

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Carol (Literacy Coach) Sam (6th Grade Teacher)“I know if the text isn’t meaningful the kids won’t be engaged. I also know if they don’t have clarity of where they’re going, they’re not going to read it--especially if he (Sam) doesn’t 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 don’t have a coach. I’m also starting to see them coming together. The predicting. The summarizing. The connecting. I’d like a clear understanding of it before you go in and teach it.”

What knowledge did Carol and Sam negotiate?

(Wilder, 2014)


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Part 2: Identify The Learning Needs Of Ani Rosario’s Students During Module 9.4’s Performance Assessment

Part 1: Identifying Characteristics of Student-Centered Instructional Coaching

Steps in Planning With an Existing Curriculum

Process the text

Analyze the assessment

mapIdentify

priorities*

Identify bottlenecks

and anticipate student needs

Plan instructor responses that keep students doing the thinking.

* Optional depending on context.

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“Bottlenecks”

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• Points 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 Demands

Time: 10 minutes

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Task #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?

Meet Ani Rosario

• 3rd Year English teacher at Dansville High School• Teaches both 9th grade Honors English and 9th grade Regular English courses• Piloted 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 Assessment• Had previously taught the Odell Close Reading Unit with these same students• Has met with fellow English teaching colleagues (cross district) since September to unpack modules• Dansville High School: 575 students, rural, 65% low income• 83% of students at/above a “3” on State English Accountability

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Analyze Student Quick Writes

Time: 20 minutes

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Task #3: You have been provided with a quick write from each of Ani’s 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 Writes

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• What 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 Needs

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Ani and Phil’s Analysis of Student Quick Writes

Self-Identified Student Writing Needs

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Which CCSS writing standards were students struggling with?

Are Student Self-Identified Writing Struggles Valid?

Time: 25 minutes

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Task #4: You have been provided with four drafts of student performance assessments. Using W.9-10.1A-1E, select one student’s 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 Drafts

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• What 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 Responses

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• Follow Up With Individual Students• Focused Mini-Lessons (5 min or less)• Flexibly Grouped Peer Editing• Analysis of Sample Student Essay• Short Video Discussing Author’s Craft Topic• Shared Writing

Collaborative Analysis of Student Bottlenecks

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Task #5: You have been provided a transcript of the first day’s 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 minutes

Thursday’s Instructional Responses

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Thursday’s Lesson Plan:

• Explanation of Instructional Responses (5 min-Ani)• Turn & Talk Grouping (10 min-Ani)

• Assigned ½ students based on quick write response

• “Evidence” Mini-Lesson (5 min-Phil)• Individual Writing (25 min-Ani/Phil)• Feedback & Closure (5 min-Ani)

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Q & A

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You Are Here

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Session 1: Identifying Characteristics of Student-Centered Instructional Coaching

Session 2: Student-Centered Coaching: Identifying Coaching Tensions and Potential Practices

Session 3: Student-Centered Coaching: Planning In-The-Moment Practices

Session 2

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Student-Centered Coaching: Identifying Coaching Tensions and Potential Practices

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Purpose of Coaching Session

• Participants will be able to… Identify differences in three coaching

stances. Identify potential coaching tensions in a

collaboration. Analyze the “in-the-moment” coaching

practices used by Phil


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Part 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 Phil

Student Centered Coaching: Coaching as Negotiating

Pedagogy

Discipline

Students

CultureTeaching Context Every collaborative

context negotiates knowledge, beliefs, and practice.

Every teaching context includes varying beliefs about students, the discipline, pedagogy and norms of practice.

(Wilder, 2014)

Collaborative Context

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Coaching Tensions

• Grounded in conflicting beliefs about pedagogy, disciplinary subject matter, students, and culture in the classroom.

• Influenced by perceptions of how the other person might receive your beliefs and collaborative suggestions.

• Influenced by the “politics” of the classroom and the school as it pertains to the purpose, role, and expectations for coaching in the building.

(Wilder, 2014)

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Try This: Identifying Coaching Tensions

Task #1: • Read my “Reflective Journal #1” and “Reflective

Journal #2” from Wednesday after visiting Ani’s class, debriefing with her, and leaving her school. Annotate the transcript for potential coaching tensions needing to be ameliorated.

• At your table, discuss the coaching tensions and identify “in-the-moment” coaching practices you might use in this situation.

Time: 15 minutes

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Day 1 Coaching Tensions

• What observations did I have about student learning at this point in Module 9.4?

• What coaching tensions did I identify after the first day?

• What are possible coaching “in the moment” practices I might employ during class tomorrow?

Time: 10 minutes

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(Wilder, 2014)

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Transparent Coaching Intention Stubborn Use of

Meaningful Assessment Data




Coaching Stance

• From a socio-linguistic perspective, Du’Bois (2007) describes “stance-taking” as a dialogic and evaluative act done by social actors based on objects/values in a sociocultural field.

• Coaching stances have been described as: Responsive (Borman & Feger, 2006; Costa & Garmston,

2002) Directive (Deussen et al., 2007; Steiner & Kowal, 2007) Balanced within individual collaborative events (Ippolito,

2010) On a continuum ranging from Consulting, Collaborating to

Coaching depending on how information emerges and who identifies needs (Lipton & Wellman, 2010)

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A Continuum of Learner-Focused Interaction (Lipton & Wellman, 2010)

• Growth agents vary three stances to “develop their colleagues’ capacities to reflect upon practice, generate ideas, and increase professional self-awareness” (p. 2).

• Skillful growth agents adeptly vacillate between stances according to the learning needs of your colleagues.

• Stances vary according to who provides the information and analysis of needs related to the issue.

• Trust, Rapport, Commonly Defined Goals, and Clarity of Outcomes are critical to successful leadership capacity (p.1).

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Try This: A Learner-Focused Consultation

Task #2: • Read “A Learner-Focused Consultation” (Lipton

& Wellman, 2010) independently.• Annotate the differences between “coaching,”

“collaborating,” and “consulting.”• Discuss the differences with your table partners.

Time: 15 minutes

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Try This: A Learner-Focused Consultation

• What differences do we see between the three stances?

• When might it be appropriate to use each stance?

• To what extent do you currently use each stance and under what circumstances?

• What might be potential risks for using one specific stance too often?

Time: 10 minutes

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• Coach (Reflective Mirror)• The goal is to develop the thinking, problem-solving,

and reflection of your colleague by addressing his/her underlying thinking/assumptions.

• Draws from the work of Cognitive Coaching (Costa & Garmonston, 2002).

• “It sounds like you are saying…”• “How else might you account for…”• “What did you notice about…”


• Collaborate (Equal Participator)• The goal is to share in the analysis, problem-solving,

decision-making and reflection about the problem/issue. • Each person takes turns listening, sharing

expertise/experiences, suggesting solutions, questioning, etc.

• Use of inclusive pronouns (us, we, our, we’re, etc.)• “So, I’m wondering if we could…”• “Our options appear to be…”• “One thing we might want to consider is…”

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• Consult (Provider of Information)• The goal is to share vital information about a)

policies/procedures, learning and learners, curriculum and content/standards, and b) personal effective practices/habits of mind.

• The growth agent enters the consulting stance when a colleague asks for expertise/experiences/perspectives and after identifying colleague needs.

• Focus on the “Why” aligned with how he/she has approached challenges

• “One thing I tried to remember was to…”• “I found myself most focused on…”

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Coaching to Build Leadership Capacity in Schools (Lambert, 2000)

• “Leadership involves opportunities (for all stake-holders) to surface and mediate perceptions, values, beliefs, information, and assumptions through continuing conversations; to inquire about and generate ideas together; to seek to reflect upon and make sense of work in the light of shared beliefs and new information; and to make decisions and create actions that grow out of these understandings” (p. 1).

• How might discourse with teachers provide these opportunities?

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Task: As you participate in debriefing each presentation, try to:

• Begin in a coaching stance with reflective questions for the speaker.

• Use collaborative sentence starters to acknowledge the expertise of others and to open spaces for shared participation, reflection, and problem-solving.

• When using a consulting stance, resist the urge to tell others how to solve a problem.

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Try This: In-The-Moment Coaching Practices

Task #3: • You have been provided with a transcript of a

fifteen minute portion of Ani’s class on Thursday in which Ani and Phil respond to student writing needs from Wednesday. As you read the transcript, annotate for coaching tensions and practices (4).

Time: 15 minutes

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In-The-Moment Coaching Practices

• What student learning needs were apparent?• What instructional interventions did Ani and

Phil put in place?• What coaching tensions did you notice?• What coaching practices did you observe?• What coaching “stances” did Phil use during

class?• What might be potential risks for the coaching

practices?Time: 15 minutes

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Coaching Practice: Student Intervention

Coaching Tension: Some students are still unclear of their argument.

Coaching Practice: Individual Student Conferences• What might this look like in class?• What are potential “potholes” involving students?• What are potential “potholes” involving Ani?• What are “in-the-moment” coaching practices which

may address these potholes?Time: 10 minutes

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• What “in-the-moment” teaching practices might support individual student conferences?

• How else could Phil and Ani have responded to the writing needs of individual students?

• What class structures are required?• What is this revealing about student literacy?• What is this revealing about teaching that

supports student literacy?

Coaching Practice: Interjecting in Class Discourse


Coaching Practice: Interjecting in Class Discourse• When might this be appropriate in class?• What are potential “potholes” involving students?• What are potential “potholes” involving Ani?• What are “in-the-moment” coaching practices which


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• What “in-the-moment” teaching practices might support class discourse?



Coaching Practice: Modeling a Mini-Lesson


Coaching Practice: Modeling a Mini-Lesson• When might this be appropriate in class?• What are potential “potholes” involving students?• What are potential “potholes” involving Ani?• What are “in-the-moment” coaching practices which


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• What “in-the-moment” teaching practices might support mini-lessons?

• How else could Phil and/or Ani have used a mini-lesson?



Student-Centered Coaching: Four Big Ideas

• Clarify student learning outcomes through the stubborn use of student data.

• Be transparent about a heavy coaching intention and respect teacher expertise.

• Begin with a “coaching” stance and only move towards consulting when the teacher directs.

• Partner with the teacher in order to respond to in-the-moment student learning needs.

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Q & A


You Are Here

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Session 1: Identifying Characteristics of Student-Centered Instructional Coaching

Session 2: Student-Centered Coaching: Identifying Coaching Tensions and Potential Practices

Session 3: Student-Centered Coaching: Planning In-The-Moment Practices

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Student-Centered Coaching: Planning In-The-Moment Practices

Session 3:

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Purpose of Coaching Session

• Participants will be able to… Identify coaching tensions within an existing

teacher collaboration. Identify stages in a inquiry-based coaching

cycle. Design coaching practices to develop

teacher ability to provide responsive writing instruction.


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Part 1: Identify coaching tensions within an existing teacher collaboration.

Part 2: Identify stages in a inquiry-based coaching cycle

Part 3: Design coaching practices to develop teacher ability to provide responsive writing instruction.

Coaching Tensions

• Grounded in conflicting beliefs about pedagogy, disciplinary subject matter, students, and culture in the classroom.

• Influenced by perceptions of how the other person might receive your beliefs and collaborative suggestions.

• Influenced by the “politics” of the classroom and the school as it pertains to the purpose, role, and expectations for coaching in the building.

(Wilder, 2014)

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Try This: Reflecting on a Recent Collaboration

Time: 40 minutes

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Task #1: Using the Coaching Cycle Planning Tool, take 5 minutes to record notes about a recent collaboration with a group of teachers. When each member has finished writing, use the following discussion protocol for each of you to discuss a recent collaboration:

• Sharing: A “Spotlight Coach” shares about his/her collaboration while others record questions to ask.

• Asking: Group members take turns sharing their “tough” questions about the collaboration, knowledge, and/or coaching practice. The “Spotlight Coach” records all questions.

• Responding: The “Spotlight Coach” responds to any questions.


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Part 2: Identify stages in a inquiry-based coaching cycle


Student-Centered Coaching Cycle: Stages

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Investigate:What do we know and other resources say

about the topic?

Create:What will this look like in practice?

Do: How should we implement and

assess the impact on student

learning?

Ask:What do our

students know and need to

know?

Coaching Cycle

Student Centered Coaching Cycle: Events

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Investigate:Planning Session

Discussing Available Resources

Create:Planning Session

Designing Instruction

Do: In-Class

Teaching and Formative

Assessment

Ask:Planning Session

Looking at Student Data

Coaching Practices


(Wilder, 2014)

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A Transparent Coaching Intention A Stubborn Focus

on Meaningful Assessment Data




How could these elements influence coaching with teachers in module 9.4?


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Part 2: Identify stages in a inquiry-based coaching cycle.


Designing A Student-Centered Coaching Cycle

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Task #2: With a partner, use the Coaching Cycle Planning Tool to map out a collaborative plan for helping teachers bridge student bottlenecks in either Module 9.2, Module 10.2, or another previously identified unit of study with English teachers for the 2014-2015 school year.

Time: 20 minutes

Ask: What are student bottlenecks in the identified Module?

Investigate: What resources should be considered?

Create: How could you modify upcoming Module lessons based on student needs? What instructional interventions/structures should be put in place?

Do: What could you do and use to document student learning in the lesson? How will this be analyzed with the teacher(s)?

Designing A Student-Centered Coaching Cycle

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Task #3: Read through the sample coaching cycle plan. Annotate the “coaching” and “consulting” stances seen in the plan. Be ready to discuss the following questions:

• What do you notice about the way Phil has initiated the collaboration? What do you notice about his decisions during the “Ask” stage?

• What do you notice about his decisions during the “Investigate” stage?

• What do you notice about his decisions during the “Create” stage?

• What do you notice about his decisions during the “Do” stage?

Eyes on Students Protocol

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Eyes on Students Protocol provides a student-centered method of collecting formative assessment data and supporting student-centered collaborative discussions.

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Q & A

Questions or Further Discussion

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Email: [email protected]: phillipmwilder

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and fill out the Plus/Delta for today’s sessions.

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