Presented by: Diane Sweeney

Reflect: How do you define effective coaching?

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.

Learning Task:
Discuss the figure on page 3 of your handouts. Compare it to your own experience with coaching.

Leadership Moves

• Frame coaching as being for all teachers (not only for the new or struggling)
• Separate coaching from supervision
• Create a 'no opt out' school culture
• Think of coaching as transparent, not confidential

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 students

Learning Task

• Read the examples of goals on p. 4 in your handouts
• Read the goal setting conversation that follows
• What do you notice about how goals are set for coaching cycles?
• Write an example of a coaching goal.

Leadership Moves

• Support teachers to set goals that are standards-based
• Trust that the standards will lead to the implementation of effective teaching practice
• Avoid goals that isolate behavior or classroom management
• Ask teachers about their goals for coaching cycles

#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. 5 in your handouts
• What do you notice about the learning targets.
• Write 4-5 learning targets for your goal.

Time for Lunch!

Engaging Teachers in Coaching Cycles

Learning Task

• Read the welcome letter on p. 6 in your handouts
• What key messages does the coach send about engaging in coaching cycles?
• How might you engage teachers in coaching cycles?

Learning Task

• Read the sample schedules on p. 7-8 in your handouts
• What do you notice about the schedules?
• What questions do you have?

Leadership Moves

• Clear the deck so the coach can be in cycles most of the time.
• Encourage teachers to engage in coaching cycles.
• Do not use coaching cycles when the issue demands a more intense level of supervision.
• Expect all teachers to engage in coaching cycles.

#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: Use the student evidence on p. 10-11 to plan a lesson using the Planner for Sharing Lessons.

#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

#7: Partner with the School Leader

Leadership Moves

• Meet with the coach on a weekly basis.
• Set clear expectations around instruction so the coach doesn't have to.
• Align PD and coaching with school wide initiatives.
• Celebrate growth every single day!

Closing Reflection

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