ANNUAL CONFERENCE | DAY 1

The Big Idea

• Coaching is not about 'fixing people'
• Coaching is a partnership
• Coaching is about student learning

Effect Sizes from John Hattie

• Teacher clarity d= 0.75
• Collective efficacy d=1.57
• Formative evaluation d=0.90

We close the gap between what the students know and what they need to know.

Reflect & Discuss the coaching continuum on page 2 of your handouts. Compare it to your own experience with coaching.

Core Practices

#1: Organize Using Coaching Cycles

Coaching Cycles

• 4-6 weeks in duration
• Minimum of 1 co-planning per week
• 1-3 times per week for coaching in the classroom
• Can be with individuals, pairs, or groups

#2: Set Goals for Coaching Cycles

Goals for Coaching Cycles are...

• Aligned with the standards
• Clear, focused, and measurable
• About learning, instead of a task or assignment
• Motivating to the teacher and student

Learning Task

• Read the examples of Goldilocks goals on p. 17 in your book
• Read the elementary or middle school goal setting conversation and look for language used (p. 13-15 in your book)
• What do you notice about how goals are set for coaching cycles?
• Write an example of a goal from your own coaching work.

#3: Use Learning Targets

Learning Targets are...

• The broader goal unpacked
• A criteria for assessment
• A tool for students to self-assess
• Rigorous and academically focused

Learning Targets are Used:

• BEFORE: As a part of the goal setting conversation
• DURING: When co-planning and co-teaching lessons
• AFTER: To assess the impact of the coaching cycle

Learning Task

• Read the sample learning targets on p. 3 in your handouts
• Review the examples of learning targets classified by Webb's Depth of Knowledge on p. 29 in your book
• Write a set of learning targets to go with the example goal you created.

#4: Use Student Evidence to Co-Plan Instruction

Student Evidence includes:

• Written and/or oral responses
• Anecdotal or conference notes
• Student writing
• Entrance and exit slips
• Problem solving tasks
• Reader's or writer's notebooks

Learning Task: Review an example of the Planner for Sharing Lessons (p. 81 or 84 in the book).

#5: Co-Teach with a Focus on Effective Instruction

Co-Teaching Moves

• Noticing and Naming
• Thinking Aloud
• Teaching in Tandem
• You Pick Four
• Micro Modeling

#6: Measure the Impact of Coaching on Student and Teacher Learning

We use the...

• Results-Based Coaching Tool
• Coaching Logs
• Exit Interviews

Time for Lunch!

Closing Reflection

• How has your thinking shifted, grown, or changed today?
• What are you taking away?
• What would you like to think more about?