Leading Student-Centered Coaching

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

Features of an Effective Coaching Program

• Teachers understand why coaching matters and participate in coaching cycles
• The coach focuses on work that is aligned with the role of coach
• Coaching is embedded into the school improvement plan
• Teachers are provided with choice and ownership in how they engage

#1: Organize Coaching Through Cycles

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

#2:
Set Goals for Coaching Cycles

Goals are...

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

#3: Use Learning Targets

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

#4: Use Student Evidence to Co-Plan Instruction

Student evidence includes:

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

#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 measure impact with...

• Coaching logs
• Continuous formative assessment
• Results-Based Coaching Tool
• Exit interviews

#7: Partner with the School Leader

What are our roles?

How will we work together?

What does it look like?

Coaching cycles aren't voluntary or mandatory. They are INCLUSIVE.

Reinforce the message

• Coaching is for everyone
• Not ‘if’ but ‘when’
• Depth over breadth
• We are all learners

Connect the dots

• Standards are the ‘what’
• Formative assessment is the ‘where’
• Instructional practices are the ‘how’
• Coaching closes the gap

Look for openings

• Data team meetings
• Informal conversations with teachers
• School-wide PD
• Principal observations

Build capacity

• Work with a leadership team in your building
• Encourage teachers to take leadership roles
• Celebrate growth and successes
• Participate in PD & small group coaching
• Establish high levels of collaboration

Where to?