Student-Centered Coaching

Where I Started as a Coach

• Harrington Elementary (Denver, CO)
• 470 students
• Grades PK-5
• 98.9% Free and Reduced Lunch
• 62% English Language Learners

My Earliest Coaching Moves

• Share resources
• Model lessons
• Convince others to teach like me

How do you think that went?

Dear Diane...

What I learned...

• It's not a good idea to 'fix' people
• We have to build on strengths, not deficits
• Standards are our driver

Coaching can be...

• Relationship-driven
• Teacher-centered
• Student-centered

Student-Centered Coaching: The coach partners with teachers to design learning that is based on a goal for student learning.

Learning Task: Read the Coaching Continuum and reflect on your experiences with coaching

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

Student-Centered Coaching applies to:

• K-12 schools
• All subjects
• Learning support
• English language learners

Core Practices for Student-Centered Coaching

#1: Use Coaching Cycles

Coaching Cycles are...

• Aligned to a unit of instruction
• 4-6 weeks in duration
• Include a minimum of 1 co-planning conversation per week
• Include 1-3 co-teaching sessions per week
• Can include individuals, small groups, or pairs

The Flow of a Coaching Cycle

#2: Set Goals for Coaching Cycles

Goals are...

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

Learning Task

• Read the examples of 'Goldilocks Goals'
• Read the elementary or middle school goal setting conversation
• What do you notice about how goals are set 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...

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

Learning Task

• Read the examples of the learning targets
• Watch a video of a coach using learning targets at the beginning of a coaching cycle
• Discuss the role that learning targets play in a coaching cycle

#4: Use Student Evidence to Co-Plan Instruction

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
• Entrance or exit slips
• Problem-solving tasks
• Reader's and writer's notebooks
• NOT TESTS!

Learning Task

• Analyze the student evidence (literacy or math)
• Look for trends in student performance
• Co-plan what you would do next for the whole class and specific students

#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

Reflect: How has your thinking about coaching changed today?

Welcome to Day 2

#7: Partnering with the School Leader

Engaging Teachers in Coaching Cycles

Start with the 'Why'

Ted Talk: Start with the 'Why'

4 T's for Choice and Ownership

• Task
• Time
• Technique
• Team

Learning Task: Discuss how you can provide choice and ownership to teachers

Coaching Cycle Rounds

• Round 1: October - Mid November
• Round 2: Late November - late December
• Round 3: Early January - Mid February
• Round 4: Late February - Mid March
• Round 5: Late March - Late April

Learning Task

• Read the sample schedules
• Brainstorm questions with your table group
• Engage in a large group Q/A session about scheduling

Steps for Strengths-Based Feedback

• Clarify
• Value
• Uncover possibilities

Learning Task

• Read the excerpt on providing strengths-based feedback
• Highlight the language the coach used in each part of the process
• Problem-solve using the If/Then Scenarios

Learning Task

• Practice developing different types of questions using the word bank that was provided in the handouts.

What are your next steps?