student-centered coaching making coaching about student learning jennifer burton...
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Student-Centered CoachingMaking Coaching About Student Learning JENNIFER
[email protected]: @jenniferburto12Blog: refiningrcraft.blogspot.com
Padlet.com
http://tinyurl.com/decaturpadlet
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
Supporting Research from Hattie’s Visible Learning
An effect size above .40 = EFFECTIVE
Handout p. 4
Handout p. 1 & 2
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
Handout p. 3
Coaching 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
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: 3rd Grade p. 4 & 5 7th Grade p. 6 & 7
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…
Handout p. 35
Documenting the Coaching Cycle
1.
2.
3.
4.
5.
Core Practice #3: Using Student Evidence to Plan for Instruction
Pre-assessment
Core Practice #3: Using Student Evidence to Plan for Instruction
“Pre-assessment Data Form” to Show Growth
Core Practice #3: Using Student Evidence to Plan for Instruction
Pre-assessment Data to inform instruction
Handout p. 10
Handout p. 29
Documenting the Coaching Cycle
Using Formative Assessment
Gradual Release Model
Reflective Dialogue & Questioning
Core Practice #4: Using Effective Teaching & Coaching Practices
Core Practice #4: Using Effective Teaching & Coaching Practices
Handout p. 14
Use formative assessment to inform instruction
Core Practice #4: Using Effective Teaching & Coaching Practices
Gradual Release Model – I Do, We Do, You Do
Handout p. 18
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
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
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?
Observation or
Lesson Study
Core Practice #4: Using Effective Teaching & Coaching Practices
Core Practice #4: Using Effective Teaching & Coaching Practices
Handout p. 21
Debriefing - Reflective Dialogue – Open Ended Questions
Shifting Logical Levels of Conversation
Shift Up or
Down
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
Let’s 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 don’t pay attention.”
• “My students don’t get it. They don’t understand what I’m 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.”
Reflections
Student-Centered Coaching Rubric - Handout p. 30-33
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
“Post-assessment Data Form” to Show Growth
Core Practice #5: Documenting the Impact of Coaching
Core Practice #5: Documenting the Impact of CoachingCoaching 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*
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
Core Practice #6: Scheduling Coaching Cycles
Sample Welcome Letter p. 41 & Schedules p. 42-43 in handout
Core Practice #7: Partnering with School LeadershipKey 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 otherHandout p.44-45
Motivation, Engagement & Professional Development
AutonomyThe urge to direct our own lives
MasteryThe desire to get better and better at something that matters
PurposeThe yearning to do what we do in the service of something larger than ourselves
Develop a Shared Vision & Strategy
How does involvement increase ownership?
Perf
orm
an
ce
Involvement
Directive
Communication & Understanding
Problem Solving
Shared Decision Making
Participative Leadership
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
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?
• 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