Student-Centered Coaching + Leadership Moves

The Big Idea

• Coaching is not about 'fixing people'
• Coaching is a partnership
• Coaching is about student learning
• Coaching fits within a robust system of professional learning

Effect Sizes from John Hattie

• Teacher clarity d=0.75
• Collective efficacy d=1.57
• Formative evaluation d=0.90
• Feedback d=1.13
• Instructional quality d=1.00

Learning Task: Let's review the core practices for student-centered coaching

Setting Goals for Coaching Cycles

The Flow of a Coaching Cycle

Components of Coaching Cycles

• 4-6 weeks in duration
• Minimum of one co-planning per week
• 1-3 times per week for coaching in the classroom
• Can occur with groups, pairs, or individuals
• Aligned with a unit of instruction

Goals are...

• Standards-based
• Not too broad or narrow
• Something the teacher cares about
• Relevant and rigorous

Task

• Read the examples of 'Goldilocks Goals' on page 17 in your book.
• Read the goal setting conversation and look for the language and coaching moves that were used.
• What do you notice about how goals are set for coaching cycles?

What About Classroom Management?

• Ask yourself: Whose goal is it?
• If it's the coach's goal, then embed strategies into the coaching cycle.
• If it's the teacher's goal, then provide a few weeks of intensive support.

Using Learning Targets

Learning targets are used through the coaching cycle.

Learning Task

• Read the examples of learning targets in your handouts.
• Discuss Figure 2.1 and 2.2.
• Create a list of qualities of student-friendly learning targets.

Co-Planning with Student Evidence

Student evidence is:

• About continuous, formative assessment
• Anecdotal and descriptive
• Referred to before making instructional decisions

Types of Student Evidence

• Anecdotal or conference notes
• Student writing
• Exit/entrance tickets
• Problem solving tasks
• Readers/writers notebooks

Task: Use the student evidence in your handouts and co-plan a follow up lesson.

How Coaching Fits into the Bigger Picture

Features of an Effective Coaching Program

• Teachers understand why coaching matters and participate in coaching cycles
• The coach focuses on tasks that align with the role of coach
• Coaching is embedded into the school improvement plan
• Teachers are provided choice and ownership in how they engage
• The coach is motivated, skillful, and values the role of coach
• There are clear expectations regarding instructional practice
• The principal sets clear expectations regarding instructional practice

Leadership Move #1: Understand How to Align Coaching with an Initiative

Leadership Move #2: Clearly Define the Role of the Coach

Leadership Move #3: Understand the Context of Coaching in Your School

Task

• Complete the school assessment.
• Reflect on what it taught you about coaching in your school.
• Plan how you will bring it back to your principal.

Leadership Move #4: Set the Expectation for Participation on Coaching Cycles

Leadership Move #5: Meet Regularly with the Coach

Coaching in the Classroom

Co-Teaching Moves

• Noticing and naming
• Thinking aloud
• Teaching in tandem
• You pick four
• Micro modeling

Task: Watch a videos of a coach setting norms for co-teaching and co-teaching in the classroom.

Measuring the Impact of Coaching on Student and Teacher Learning

We measure impact by...

• Using the Result-Based Coaching Tool
• Coaching logs
• Continuous formative assessment

Systems for Coaching Cycles

Task

• Reflect on your schedule for coaching cycles.
• Use the materials provided to plan how you will go deeper with coaching cycles.

Where to?