1. Student-Centered Coaching Making Coaching About Student Learning
JENNIFER
BURTON
Twitter: @jenniferburto12
Blog: refiningrcraft.blogspot.com

2. Padlet.com http://tinyurl.com/decaturpadlet
I know we are all in different places as far as coaching experience and needs. Some of you are very new, possibly you haven’t even started coaching yet but maybe you’ve experienced coaching and can reflect with that lens? So take a minute to think about what is working well with your coaching, that you feel good about (post on the left) and what may be some challenges (post on the right)? Let’s try to frame our challenges as questions. It makes it a hurdle that we can find a way to get over rather than a wall that stops us.
(look over)
Look at all of these successes! It’s always great to go into a day like today and build on those! Does anyone want to share a few successes? Challenges? So this will help me today to gauge our learning and if we haven’t discussed a question already then I’ll try to address through out the day and if not we can address them at the end of the day. So if during the day you come up with other questions, feel free to post them here.

3. Core Practices for Student-Centered Coaching:
Setting goals for coaching cycles
Creating learning targets
Using evidence of student learning to plan differentiated instruction
Using effective teaching and coaching practices
Documenting the impact of coaching
Scheduling Coaching Cycles
Partnering with the school-leadership
This is really the work we’ll be digging into today. These 7 different practices Diane has outlined, which have actually saved my life as a coach! So, I’m excited to share what I’ve learned from Diane and how these have played out for me as a coach. These may appear at first to be in a kind of chronological order, but they’re not really. We’ll start off with the heart of a coaching cycle, the meat of what happens in a coaching cycle, then we’ll come back to setting them up and the foundational piece of collaboration with school leadership and other school leaders.
(Decatur – I know our crowd is varied today, just like the classroom! We have coaches with a variety of experience, principals and coordinators, so as we go through today we’ll have a few different lenses, but I think that will provide invaluable support to this initiative moving forward. Our agenda today is flexible. This day is for you and I want you to get the most out of today. I have put at the bottom of the agenda page some essential questions for coaches, but also other leadership roles to consider for our learning today. I’m sure there’s more we could add. For me and my coaching this work has allowed me to reframe my coaching and generate a new excitement for collaborating with teachers.
Had been teacher based – so many initiatives
Always have those initial teachers who are excited to work with you, but this has opened a pathway for me to connect with teachers who may be more resistant
Name of the game is growth! I am convinced that in order to see significant student growth it’s all about goal setting!
Agenda

4. The more we can very specifically target student learning, based on evidence, considering what is the next thing they need that will move them forward in their learning journey? And then collecting more evidence of progress towards that goal and adjust our instruction – John Hattie – Feedback Cycle

5. Supporting Research from Hattie’s Visible Learning
This is really at the heart of our first three core practices.
An effect size above .40 = EFFECTIVE
Handout p. 4

6. I also want to back up for just minute because I think it’s important to ground our thinking for the day in our beliefs about coaching. Take a look at the differences between the different coaching models and then just jot your thinking about how might the approach to these core practices be different in each model.
(Give them time)
Go ahead and turn and talk about those differences. Then take a minute to reflect, “What are your foundational beliefs about coaching?”
I heard some of you talking and you noticed that you don’t always “live” in one model – you flux back and forth to meet different needs.
Handout p. 1 & 2

7. What is a Coaching Cycle?
4-6 weeks of ongoing work with individuals or teams
1-2 times per week in the classroom during instructional time
1 weekly meeting to analyze student work and plan instruction (approx. 45 minutes)
The gist of a coaching cycle – framework that we operate in…
This has saved my life and allowed me to focus and go deeper in my work as a coach. When I first started coaching I was just so excited to have people want to work with me that I would “sign ‘em up” and I found I was like a chicken with my head cut off! Doing all these demos and definitely having reflective conversations, but more around instructional practices and it made it easier for teachers who didn’t want to have reflective conversations shut it down.
Where as now I can establish the components of a coaching cycle and specifically when and where reflection of STUDENT LEARNING will take place. Looking back now it makes sense those teacher avoided it, that’s more of a teacher deficit model, even though I didn’t approach it that way, it could have been interpreted that way.
Handout p. 3

8. Stages of Coaching Cycles
Stage 1: Goal Setting
Stage 2: Pre-assess & Design Instruction
Stage 3: Instruction & Coaching – Modify.
Stage 4: Post-Assessment & Follow Up
So we still address instructional practices, but in the context of how they support student learning, that’s where we start – with student learning.
Handout p. 3

9. Core Practice #1: Setting Goals for Coaching Cycles
What do we want our students to know or be able to do?
Standards-Based Goals
Student-Engagement Goals
Student Behavior Goals
There are different kinds of goals you can set. Often those are the first kind – standards based goals. So that’s what we’re going to look at today. So this part seems pretty straight forward and for the most part it is – pick a standard, I don’t know about for you, but for us it’s exactly what we’re doing in our district, aligning our units of study to the standards. (program aligned, but don’t know your kids)
I find this is really the essence of our first meeting in a coaching cycle. Often times teachers have expressed that they want to work together, usually referencing an instructional practice, so we have to reframe that, through the back door, by asking this key question, “What is it we want our students to know or be able to do as a result of this coaching cycle?” and we connect it to a goal, usually a standard.
This work is obviously best done in your own context, with your own standards. And this is what I dig into when I come back as part of an initiative. So for now I’ve included 3rd and an anchor paper (p. 4) grade and 7th (p. 6)grade writing standards and anchor paper to see how what this standard looks like. But you can go to standards that use standards that apply to you. I did put a link on the website to the standards if you’d prefer, so feel free.
And this leads to our next core practice…
Handout: 3rd Grade p. 4 & 5
7th Grade p. 6 & 7

10. Core Practice #2: Creating Learning Targets
“I can…” statements allow you to unpack the standards.
I can share what is happening at the beginning of the story.
I can…
Once we’ve identified the standard we can develop learning targets, which allow us to be really clear about what the students’ goals are and allows them to take ownership of their learning as well!
Again, this seems simple, and once you get on a roll it comes naturally, but it can be tricky at first – crickets. So may need to model. I also believe the better picture we have of what our end game or goal looks like and how to get support students in getting there. This is something I talk about a lot, but really try to model for teachers – walk the walk.
Important we develop our own reading and writing lives…
Lucy Calkins quote, “Our own reading and writing lives are a well for us to draw from to develop mini-lessons and teaching points (learning targets).”
When we’ve walked in those shoes and we know what next steps we took as a reader, a writer, a mathematician, a scientist we can then better guide our students through this process.
So let’s practice...
(Start by reading standard and looking at the anchor paper, noting what the student did.)
Handout p. 4

11. Documenting the Coaching Cycle4. 1. 3. 2.
Getting ready for the coaching cycle:
Once we have our goals set, connected to standards and developed learning targets I begin to use this tool to hold our thinking for the coaching cycle.
Then next thing we do is decide on dates. How long the coaching cycle will last, days I’ll be in the classroom and our 1 x a week meeting to look at student data and plan our instruction for the week.
Then we decide on a pre-assessment. Is there work we can already use to sort or do we 5.
Handout p. 35

12. Core Practice #3: Using Student Evidence to Plan for Instruction
Pre-assessment
Getting ready for the coaching cycle

13. Core Practice #3: Using Student Evidence to Plan for Instruction
“Pre-assessment Data Form” to Show Growth
Getting ready for the coaching cycle

14. Core Practice #3: Using Student Evidence to Plan for Instruction
Pre-assessment Data to inform instruction
Getting ready for the coaching cycle
Handout p. 10

15. Documenting the Coaching Cycle
Getting ready for the coaching cycle:
Once we have our goals set, connected to standards and developed learning targets I begin to use this tool to hold our thinking for the coaching cycle.
Then next thing we do is decide on dates. How long the coaching cycle will last, days I’ll be in the classroom and our 1 x a week meeting to look at student data and plan our instruction for the week.
Then we decide on a pre-assessment. Is there work we can already use to sort or do we
Handout p. 29

16. Using Formative Assessment Gradual Release Model
Core Practice #4: Using Effective Teaching &
Coaching Practices
Using Formative Assessment
Gradual Release Model
Reflective Dialogue & Questioning
You have a lot of background knowledge in best practices for both teaching and coaching, so we are only going to touch on a couple that are at the heart of coaching cycles.
Using Formative Assessment – We’ve already begun talking about the importance of formative assessment at the beginning to launch a cycle, but obviously it is integral through out the cycle as well, to see are students progressing towards the standard.
Gradual Release Model – We are all very familiar with the Gradual Release Model, but is really supports coaching cycles and validates some of the practices that sometimes as coaches we run into teachers who say, “I just don’t have time for that.”
Reflective Dialogue & Questioning – I think this is an area I’m always working on, especially in student-centered coaching

17. Core Practice #4: Using Effective Teaching & Coaching Practices
Use formative assessment to inform instruction
During the coaching cycle
Like I said the practice that is really at the heart of student-centered coaching is collecting and using formative assessment to inform instruction.
Helpful forms
Allows for dialogue that is student-centered
And to plan next steps that will have the most impact on student growth
Handout p. 14

18. Gradual Release Model – I Do, We Do, You Do
Core Practice #4: Using Effective Teaching & Coaching Practices
We’re all familiar with the gradual release model and it’s just as true for coaching teachers as it is with instruction for students. I love how Diane in her blog reflected on the impact on coaching. Thinking about how we do coach for instructional practices and monitoring student learning.
Gradual Release Model – I Do, We Do, You Do
Handout p. 18

19. Core Practice #4: Using Effective Teaching & Coaching Practices
Gradual Release Model - I Do, We Do, You Do
Demo Lessons
Co-Teaching
Observation
But in coaching it:
Demo lessons – Brief debrief – I Do
Co-Teaching – Brief debrief – We Do
Observation – More extensive debrief – You Do – Independence
And we want teachers to be reflective of students’ progressing as well as how they’ve internalized those best practices.
Handout p. 18

20. Core Practice #4: Using Effective Teaching and Coaching Practices
Reflect on what instructional practices will best support student learning
Teacher Modeling/Think Aloud
Turn & Talk or
Close Reading
Math Workshop

21. Core Practice #4: Using Effective Teaching & Coaching Practices
Reflective Dialogue – Open Ended Questions
Debrief
What worked?
What would you tweak?
Where do we go from here?
A fundamental coaching practice then is effective questioning and dialogue. I find it works best for me when the learning is authentic for me as well, but I am very cognizant of the kinds of questions I ask.
I would find that teachers would immediately ask, “What did you think of the lesson?” and I always respond, “It’s not what I think, but what you think.” And for a while I found myself holding back my thinking. I’ve come or am coming to a place of trying to find the balance of getting teachers to be reflective, get them on a roll, then from a place of authentic wondering and curiosity about student learning asking open-ended questions, and as appropriate sharing my thinking on the topic or my new learning. Just like conferring with students it’s truly a conversation – side by side!
Handout p

22. Observation or Lesson Study
Core Practice #4: Using Effective Teaching & Coaching Practices
Observation or Lesson Study
Diane does talk about how to know if the teacher has grown and internalized those instructional practices that best support student learning. My belief is that it’s about getting the teacher to be reflective and evaluate whether or not that has happened.
Observation allows not for judgement, but for the teacher to get feedback on student behaviors and teaching behaviors. It’s labeling more than anything and the teacher has an opportunity to reflect and make decisions about next steps not only for her students but for her IN the context of student learning.
I would find

23. Core Practice #4: Using Effective Teaching & Coaching Practices
Debriefing - Reflective Dialogue – Open Ended Questions
Shifting Logical Levels of Conversation
Shift Up
or Down
I thought this idea of being able to shift a conversation up or down was very interesting; that you can shift up towards more global ideas about theory and down towards more concrete ideas of instructional practice and examples.
Handout p. 21

24. Coaching Moves
Read the coaching conversation p. 20 and mark where you notice particular coaching moves that support student centered coaching.
Handout p

25. Let’s try it!
Use the following scenario or think of your own and follow the directions on p. 28
“My kids are not listening to anything I say. I have to ask them questions or else they don’t pay attention.”
“My students don’t get it. They don’t understand what I’m teaching. So I have to teach and re-teach every mini-lesson 5-6 times.”
“I really want to work on getting better at conferring.”
More scenarios in handout on p. 29 or come up with your own!

26. Reflections
Student-Centered Coaching Rubric - Handout p

27. Core Practice #5: Documenting the Impact of Coaching
Weekly Coaching Logs
Identify a Goal for Student Learning
Creating a Plan for Assessment
Documenting Baseline Data
Delivering Instruction and Monitoring Student Learning
Measuring the Impact of the Coaching Cycle
Handout p

28. Core Practice #5: Documenting the Impact of Coaching
“Post-assessment Data Form” to Show Growth
Getting ready for the coaching cycle

29. Core Practice #5: Documenting the Impact of Coaching
Coaching Binder
For Each Coaching Cycle Keep:
Results Based Coaching Tool *
Coaching Logs
Pre-Assessment
Pre-Assessment Data Record Form *
Post-Assessment
Post-Assessment Data Record Form*

31. Core Practice #6: Scheduling Coaching Cycles
Flow of Coaching
Establish Relationships
Recognize Openings
Familiarize Yourself with the Classroom Context
Create Agreements with the Teacher
Engage in Coaching Conversations
It is interesting how much is done on the front end before we even really begin a coaching cycle. I often call this drumming up business.
p. 41 has a sample of an a welcome letter. Take a minute to read it over and mark what you notice.
Handout p.39

32. Core Practice #6: Scheduling Coaching Cycles
Setting up schedules:
Sometimes teachers will adjust their schedules so that I can work with all the members of the team on the same day. I just keep in mind that I work to get into the classroom 2-3 time a week.
At the planning meeting I again make it clear that the trajectory of a coaching cycle is such that I may start of modeling, but the bulk of the cycle will be us co-teaching, and then I can observe at the end so they can reflect on their practices and we can reflect on the coaching cycle.
My goal is to begin to video our co-teaching and the observation, even if the teacher doesn’t watch it, it allows the teacher to see what is really going on, between that and the lesson study record form.
Staggering cycles is helpful. Some cycles just take longer to set up than other and you may want to extend the actual work of a cycle and that will help to allow you to stagger your cycles as well.
Sample Welcome Letter p. 41 & Schedules p in handout

33. Core Practice #7: Partnering with School Leadership
Key Concepts to Consider
Trust
Defining our roles
How will student data inform our coaching?
How are we framing coaching?
Autonomy, Masery and Purpose?
How will all school leaders support each other
I know you have a specific “Partnership Agreement” Form you’ll be using, so today we’re not going to worry about the form, but just have a chance to dialogue about these different key ideas.
Handout p.44-45

34. Motivation, Engagement & Professional Development
Autonomy
The urge to direct our own lives
Mastery
The desire to get better and better at something that matters
Purpose
The yearning to do what we do in the service of something larger than ourselves
Just like with our students, we know that motivation and engagement are crucial for anything productive to happen. For adults in the workplace (across professions) these are the most common factors affecting motivation and engagement. For each state in the change process we need to think about which or these elements are activated.
And this so goes along with the idea of a partnership approach – which also feels less lonely and more fun!
Reflection – think about a time when you were motivated and engaged and how these 3 factors played a role.

35. Develop a Shared Vision & Strategy
How does involvement increase ownership?
Participative Leadership
Performance
Shared Decision Making
Problem Solving
Remember that this is a partnership. It may be coming from the top, but we need to get people on board by getting them to buy some shares of the stock. Think about each of these levels and what it would look like with your teachers.
What would it look like at each of thes steps (higher )?
Communication & Understanding
Directive
Involvement

36. Core Practice #7: Partnering with School Leadership
Jigsaw Article
Read the article “Pave the Way for Coaches.” Jigsaw so that each group take one of the five ways to support the coaching model.
Handout p

37. Reflection
How motivated and engaged are you in your work? How do you build in autonomy, mastery, and purpose in your role as a leader?

38. Resources
(Target)
(Demo Lesson)
(student work/post-its)
In thinking about the different coaching models we can really get to the heart of our beliefs about coaching. Look over the differences between these different models of coaching and on the back jot down how might the approach to the core practices be different in each model?

39. Setting up schedules:
Sometimes teachers will adjust their schedules so that I can work with all the members of the team on the same day. I just keep in mind that I work to get into the classroom 2-3 time a week.
At the planning meeting I again make it clear that the trajectory of a coaching cycle is such that I may start of modeling, but the bulk of the cycle will be us co-teaching, and then I can observe at the end so they can reflect on their practices and we can reflect on the coaching cycle.
My goal is to begin to video our co-teaching and the observation, even if the teacher doesn’t watch it, it allows the teacher to see what is really going on, between that and the lesson study record form.
Staggering cycles is helpful. Some cycles just take longer to set up than other and you may want to extend the actual work of a cycle and that will help to allow you to stagger your cycles as well. Building in team meetings also helps with staggering and that’s a way to touch base with teachers with whom you are not in a coaching cycle.

40. This is the most important thing to understand.
Only way to move from “coaching pockets” to lasting change
Have to be deliberate.