Presented by Leanna Harris

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

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

#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

#7: Partner with the School Leader

Articulate the Coaching Role

• Why does coaching matter?
• How does it align with the school improvement plan?
• What is the coach's role?
• What are the expectations for participation?
• How will teachers be given choice?

#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...

• 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

#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

Getting Coaching Cycles Up and Running

Move from an 'opt in' model to an
'ALL IN' model

Four Rounds of Coaching Cycles

• Round 1: late September to early November
• Round 2: early November to mid-December
• Round 3: January to late February
• Round 4: March to mid-April

One Week Before Each Round

• Letter to teachers announcing new round
• Invitation to participate
• Set goals and establish norms with teachers

During a Coaching Cycle

• Collect student evidence
• Co-plan and co-teach
• Reflect on instruction to adjust and meet students' needs

At the End of the Coaching Cycle

• Post-assess to measure growth
• Celebrate new learning (student and teacher)
• Exit interview
• Discuss options for continued learning

What matters most for Student-Centered Coaching?