Student-Centered Coaching | ICIC, 2017

Published on Nov 18, 2015

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PRESENTATION OUTLINE

Student-Centered Coaching | ICIC, 2017

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

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Effect Sizes from John Hattie

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

Task: Reflect on the coaching continuum in your handouts. Compare it to your own experience with coaching.

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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
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The Flow of a Coaching Cycle

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Standards-Based Goals

Goals are...

  • Standards-based
  • Not too broad or narrow
  • Something the teacher cares about
  • Relevant and rigorous
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What About Classroom Management?

  • First decide whose goal it really is.
  • If it's the coach's goal, then embed strategies into a coaching cycle
  • If it's the teacher's goal, then provide intensive support outside of a coaching cycle.
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Learning Task

  • Read the examples of 'Goldilocks Goals' in your handouts.
  • What do you notice about how goals are set for coaching cycles?
  • Watch a video of a goal-setting conversation.
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Learning Targets

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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:

  • When co-planning and co-teaching lessons
  • To assess the impact of the coaching cycle

Learning Task

  • Read the sample learning targets in your handouts
  • Identify the qualities of student-friendly learning targets
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Co-Plan 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

Co-Teach with a Focus on Effective Instruction

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Co-Teaching Moves

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

Task: Watch a video of 'Thinking Aloud' in the classroom

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Measuring the Impact of Coaching Cycles

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We measure impact by...

  • Using the Result-Based Coaching Tool
  • Coaching logs
  • Continuous formative assessment
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Task: Reflect on the samples of the Results-Based Coaching Tool.

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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 skillful and motivated
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Task: Review the steps for getting coaching up and running.

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