1. Student Centered Coaching Teacher Overview

2. Springdale Background & Vision for Coaching

3. Purpose of Student Centered Coaching “By focusing coaching on specific goals for students learning, rather than on changing or fixing teachers, a coach can navigate directly toward measurable impact and increased student achievement.” Sweeney 2011

4. History of Instructional Facilitation in Arkansas

5. Diane Sweeney 65 South Ulster Street Denver, Colorado 80230 303-332-6791 (phone) 302-380-1854 (fax) diane@sparkinnovate.com

6. 1. The instructional facilitator works with all stakeholders to develop roles, responsibilities, and partnership agreements. 2. The instructional facilitator partners with teachers to observe students and model or co-teach research-based instructional practices in the classrooms. 3. The instructional facilitator reflects on data and provides ongoing support as teachers implement research-based instructional practices. 4. The students consistently use learning strategies on all learning tasks. 5. Student achievement increases on large-scale assessments as well as daily learning. Theory of Change Professional Development = Student Achievement

7. Students are here here Students need to be here Students need to be here Core Practices for Student-Centered Coaching 1.Set a goal for student learning. 2.Assess students’ needs in relationship to the goal. 3.Use student evidence to drive the decision-making. 4.Plan and deliver instruction. 5.Monitor and adjust instruction based on student evidence. 6.Refine instruction through coaching support. 7.Keep lines of communication open between teachers, instructional facilitators, principals, and district office.

8. Stage 2 Assess students to determine their performance against the goal. Stage 3 Implement instruction that meets student needs. Stage 4 Reassess in order to determine if students have reached the goal. Stage 1 Set a goal for students in relationship to the standards. Student-Centered Coaching Diane Sweeney, Student-Centered Coaching

9. Responsibilities for Crafting a Culture of Learning Sweeney, 2011  Clarify principal and coach roles  Clarify coach and teacher roles  Create a student-centered school culture  Collaborate with teachers to identify a focus

10. A coach is …A coach is not… A colleague who: Someone who: co-teaches or co-models a lessonteaches small groups or classes Who co-plans with teachersParaprofessional Facilitates professional development/training for staff Administers individual student assessments Observes teachers and offers feedback to improve teaching An a administrator who evaluates teachers Assist teachers in looking at ways to use data to drive instruction Semi-administrator who monitors students sent to the office for discipline reasons Convener of PLC’sA substitute teacher *modified from NSDC tool

11. District Student-Centered Coaching Expectations To support implementation of a student- centered coaching model: The District will: The Principal will: The Coach will: The Teacher will:

12. Sweeney, 2011, p. 50 When a culture of learning is in place… 1.Everyone views him or herself as a learner 2.Data and Student work guides decision making and teachers are encouraged to examine a concept that directly relates to their students’ learning over a period of time. 3.Time within the school day is provided for teachers to reflect as individuals, in small groups, or with an instructional facilitator 4.Qualities and characteristics of adult learners are well understood and accounted for in designing professional development. 5.There is a climate of trust where it is okay to make mistakes during the learning process

13. Data should be at the center of student-centered coaching because….

14. Student-Centered Coaching with Data Data should be at the center of student-centered coaching because… It moves the coaching conversation away from what a teacher thinks and focuses on student evidence. The richer the array of student evidence we use, the better our decision making and instruction. Sweeney, 2011, pp.63-64

15. A Student-Centered Framework for Professional Development

16. As teachers use data in meaningful ways, they become aware of the many opportunities there are to tap into the rich array of information that surrounds them on a daily basis. They are able to draw from what students know and are able to do instead of marching through a prepared set of lessons that may or may not meet their students’ needs.” (Sweeney, pp. 63-64)

17. Agreements Creating school specific agreements Principal/Coach Teacher/Coach

18. A Final Thought If our ultimate goal is to improve student learning then we owe it to our students and teachers to rethink the way we’ve approached coaching thus far. By shifting to student- centered coaching, we can make a difference where it counts — with the kids. (taken from Student-Centered Coaching by Diane Sweeney).