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Student-Centered Coaching Making Coaching About Student Learning JENNIFER BURTON Blog: refiningrcraft.blogspot.com.

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Presentation on theme: "Student-Centered Coaching Making Coaching About Student Learning JENNIFER BURTON Blog: refiningrcraft.blogspot.com."— Presentation transcript:

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

2 Padlet.com

3 1.Setting goals for coaching cycles 2.Creating learning targets 3.Using evidence of student learning to plan differentiated instruction 4.Using effective teaching and coaching practices 5.Documenting the impact of coaching 6.Scheduling Coaching Cycles 7.Partnering with the school-leadership Core Practices for Student-Centered Coaching: Agenda

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5 Supporting Research from Hattie’s Visible Learning An effect size above.40 = EFFECTIVE Handout p. 4

6 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) Handout p. 3

8 Coachin g Cycles Stage 1: Goal Setting Stage 2: Pre-assess & Design Instruction Stage 3: Instruction & Coaching – Modify. Stage 4: Post- Assessment & Follow Up Stages of Coaching Cycles

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 Handout: 3 rd Grade p. 4 & 5 7 th Grade p. 6 & 7

10 Core Practice #2: Creating Learning Targets “I can…” statements allow you to unpack the standards. Handout p. 4 I can share what is happening at the beginning of the story. I can…

11 Handout p. 35 Documenting the Coaching Cycle

12 Core Practice #3: Using Student Evidence to Plan for Instruction Pre-assessment

13 Core Practice #3: Using Student Evidence to Plan for Instruction “Pre-assessment Data Form” to Show Growth

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

15 Handout p. 29 Documenting the Coaching Cycle

16  Using Formative Assessment  Gradual Release Model  Reflective Dialogue & Questioning Core Practice #4: Using Effective Teaching & Coaching Practices

17 Core Practice #4: Using Effective Teaching & Coaching Practices Handout p. 14 Use formative assessment to inform instruction

18 Core Practice #4: Using Effective Teaching & Coaching Practices Gradual Release Model – I Do, We Do, You Do Handout p. 18

19 Core Practice #4: Using Effective Teaching & Coaching Practices Handout p. 18 Gradual Release Model - I Do, We Do, You Do Demo Lessons Co-Teaching Observation

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 Handout p Reflective Dialogue – Open Ended Questions Debrief  What worked?  What would you tweak?  Where do we go from here?

22 Observation or Lesson Study Core Practice #4: Using Effective Teaching & Coaching Practices

23 Handout p. 21 Debriefing - Reflective Dialogue – Open Ended Questions Shifting Logical Levels of Conversation Shift Up or Down

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 More scenarios in handout on p. 29 or come up with your own! “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.”

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 “Post-assessment Data Form” to Show Growth Core Practice #5: Documenting the Impact of Coaching

29 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*

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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 Handout p.39

32 Core Practice #6: Scheduling Coaching Cycles 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 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

35 Develop a Shared Vision & Strategy How does involvement increase ownership? Performance Involvement Directive Communication & Understanding Problem Solving Shared Decision Making Participative Leadership

36 Core Practice #7: Partnering with School Leadership 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 Jigsaw Article

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 (Target) (Demo Lesson) (student work/post-its) Resources

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