What is 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

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

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

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

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

#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
• Aligned with a unit of instruction

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

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.

Learning Task

• Read the examples of 'Goldilocks Goals' on page 17 in your book.
• Read the goal setting conversation and look for language and coaching moves.
• 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 a part of the goal setting conversation
• 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
• Decide which are student friendly
• Identify the qualities of student-friendly learning targets

#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
• Exit/entrance tickets
• Problem solving tasks
• Readers/writers notebooks

Task: Watch and discuss videos of teachers using student evidence during coaching sessions.

Task: Use the student evidence to practice co-planning a lesson.

#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

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

#6: Measure the Impact of Coaching on Student and Teacher Learning

We measure impact by...

• Using the Result-Based Coaching Tool
• Coaching logs
• Continuous formative assessment

Task: Reflect on the samples of the Results-Based Coaching Tool.

What are your next steps?