1. Student Centered Coaching
Note to Trainer:
Table talk. Reflection of Day one and any roll out at your building.
Share and discuss your principal/coach agreement. (turn in a copy)
Process across the room.
Instructional Facilitator DAY TWO

2. Why Coaching Cycles?
“Organizing coaching into cycles helps coaches create a structure for their time in a way that drills down to impact student learning.”
Sweeney, 2011
Diane Sweeney found coaching cycles a highly effective process for supporting teachers as they use student-centered data to guide instruction.

3. TYPES AND CHARACTERISTICS OF COACHING CYCLES
One-to-One Coaching Cycle
Small Group Coaching Cycle
Focus Weeks
Student learning goal
Formal/informal student data
Planning session
1-3 times per week in classroom
Focus – 3-6 weeks
Shared student learning goal
Formal/informal student data
Group planning session
Variety of activities led by instructional facilitator
There are two types of coaching cycles. Both types provide a sustained focus of time where the instructional facilitator works with a teacher or group of teachers.
In working with buildings, Dianne has rethought the time period to reflect that the focus will be shorter than the 6-9 weeks. Especially in secondary where the focus is 3-5 weeks.
One-to-One Coaching Cycle: (p. 31)
Involves in-depth work with a teacher or pair of teachers, lasting approximately 6-9 weeks.
Focuses on a standards-based goal for student learning using formal and/or informal student data.
Includes a weekly planning session lasting approximately minutes.
Meet with teachers going through the cycle 1 to 3 times per week for co-teaching, modeling, or observation in the classroom.
Small Group Coaching Cycle: (p. 96)
Involves a small group of teachers who are focused on a shared goal for student learning.
Consists of ongoing conversations on a specific area of focus for approximately 3-6 weeks.
Focuses on a goal for student learning that comes from formal or informal student data.
Involves a variety of professional development activities such as: analysis of student work, professional study, collaborative lesson design, problem-solving protocols, etc.
It is realistic for teachers to participate in one or two coaching cycles over the course of the school year. This is one avenue for professional development. Teachers not participating in coaching cycles may be in another type of professional development (Sweeney p ).

4. Student-Centered Coaching
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
The stages in student-centered coaching continue to be utilized whether an instructional facilitator is implementing one-to-one coaching cycles or small group coaching cycles.
The results based coaching tool would be used for any small group cycle or one-on-one coaching. The tool may not apply at all times in the whole group, but if there is an identified need according to the data, then it would be applicable to use the tool.

5. The Instructional Facilitator
Coaching cycles with one-to-one and/or small groups
Planning
Pre-brief, observation, post-brief
Facilitating professional development
Managing data and assessment
Gathering resources
Mentoring
Facilitating informal planning sessions
Assisting teachers in organizing materials
Working with PLCs
Coaching cycles are only a portion of an instructional facilitator’s overall work (Sweeney, p. 31). Besides coaching cycles they also are … (go over last 7 bullets)
Sweeney, 2011

6. Scheduling
View your support as a commodity Focus on clear and measurable impact on student achievement.
Due to the many roles of the instructional facilitator, it is important to create a schedule that has the potential for impacting students and teachers.
It’s good for the schedule to be public and updated every few months. This will dispel any thoughts that the instructional facilitator has nothing to do. Besides modeling in a classroom with students, it is important for the schedule to show when planning sessions are occurring with teachers. Planning sessions are where the heart of coaching takes place. It sends the message that the instructional facilitator has full confidence in teachers’ teaching abilities (Sweeney, pp.32-36).
A coaching cycle may last from 4-6 weeks in an elementary and 3-5 weeks in secondary due to the nature of the schedule.
Note to Trainer:
Have participants turn to pp. 33 or 41 and have them pencil in the type of coaching cycle (whole group, small group, or one-on-one) that is going on in her sample cycle.
p. 33, Figure 2.4, Elementary Coaching Schedule
p. 41, Figure 2.8, Middle school Coaching Schedule
Have participants discuss how time is divided during the day.
Follow-up activity: (10-20)
Participants draft a start up schedule.
Have participants discuss how their schedule might change as you identify teachers to work in a 1-1 coaching cycle.
Remind the participants that scheduling needs to be considered as part of the teacher/coach agreement.

7. Meanwhile … in the Principal’s Office
The work of an instructional facilitator can be
optimized by the principal:
Being in classrooms
Providing teachers with options for participation
Determining a school-wide focus for teacher and student learning
Committing to weekly or bi-weekly meetings with the coach
Sweeney, 2011
Remember these pages are for you to continue your conversations with your principal on pp
Sweeney points out on page 37:
It can be tempting for the principal to spend less time in classrooms when there is an instructional facilitator on staff. The principal’s visibility and knowledge of what is happening in classrooms matters. Lack of visibility signals that the instructional facilitator is an evaluator which reinforces a lack of trust.
It’s important for the instructional facilitator and principal to meet weekly so that the school-wide focus for teachers will be aligned with student learning.
By providing a tiered system with a variety of professional development options, teachers are more likely to work with the instructional facilitator. (whole group, small group, one-on-one)

8. Student-Centered Coaching
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.
Beginning
Student-Centered Coaching
End
During
This slide has three transitions.
Have participants turn to p. 87, Figure 5.1 and discuss what happens in the beginning, during, and end of the cycle.
Clarify/validate participants’ responses with information below.
(Click on 1st transition – beginning)
During stages 1 and 2 a student goal is set based on the standards and student assessments. What would be some questions that you might ask. Trainer notes: (Possible responses)
What should the students learn to be able to meet the goal?
What knowledge and skills should they be able to demonstrate on assessments.?
How will assessments be designed to provide data on how students are progressing?
How will the data be managed and organized?
(Click on 2nd transition – during)
During stage 3 implementation begins. During this stage, time needs to be built in to analyze data and adapt instruction to address student needs. What might be some questions your might ask? Trainer: ( Possible guiding questions)
Where is evidence of student learning and/or mastery?
Where are gaps?
How will the gaps be addressed?
(Click on 3rd transition – end)
In stage 4, continual collections of data are used to chart students’ growth and analyze the validity and impact of the instructional practices. What would be some questions? Trainer (Possible guiding questions)
What must be done to ensure that all student’s reach mastery of standards by the end of the year?

9. Results-Based Coaching Tool
To make capturing data in a coaching cycle more concrete, Diane developed the Results-based Cocahing tool. P. 88
H.O. Results Based Coaching Tool
Walk participants through each section of the tool and make connections to the coaching cycle and p Figure 5.1
Sweeney, 2011

10. Beginning of Coaching Cycle
Let’s take a closer look at this tool in order to gain a better understanding of how it can be utilized.
In section 1, the beginning of the coaching cycle, the teacher and instructional facilitator determine a goal based on the standards and pre-assess to see where students are in their learning. It’s important to have the goal identified before selecting assessment tools. This will keep everyone targeted towards the goal as well as provide baseline data. Targeted assessments and/or rubrics will need to be designed if none exist that match the goal for student learning (Sweeney, p. 91). See p. 90 Figure 5.3 for a completed form.
Note to Trainer:
You may want to ask if teachers are pre-assessing to determine baseline data.
Reference pp , Creating Assessment Checklists and Rubrics for more information.
Sweeney, 2011

11. During the Coaching Cycle
Sections 2 and 3 occur during the coaching cycle.
The teacher and instructional facilitator determine the instructional practices needed to bring about the desired results, which includes determining how to differentiate for students.
Turn & Talk
Diane has an excellent organizer that can be found on p. 172, Figure 9.3. With an elbow partner have participants discuss how Figure 9.3 would be useful. .
Sweeney, 2011

12. At the End of the Coaching Cycle
In section 4 the key is to record whatever is consistently being done as a result of the coaching cycle. This reminds the educators of the practices that should be sustained.
For example:
Analyzing student data to determine focus of instruction
Using focused mini-lessons based on student work
Collaborating with other teachers
In section 5 student evidence from the post- assessment is recorded and analyzed to assess the impact of the coaching cycle.
NEXT STEP section at bottom is added by the state department with Diane’s permission.
PASS OUT SAMPLE PACKET of filled in coaching based tools.
Wrap-up Activity:
Remind participants:
On p. 87, Figure 5.1, Diane shows instructional facilitators how to capture data during the coaching cycle.
The beginning of the coaching cycle is contained in Section 1 of the results-based tool.
Sections 2 & 3 of the results-based tool are what occurs during the coaching cycle.
And sections 4 & 5 of the results-based tool are the components of the end of the coaching cycle.
Note to Trainer:
Have participants demonstrate their degree of understanding of the Results-Based Coaching Tool by using one of the following:
Fist of Five
Red, Green, Yellow cards
Thumbs up, halfway, thumbs down
Moving to corners of room labeled - confident, semi-confident, fuzzy, clueless.
Remind the coaches to begin using this tool and maintain copies in the binder as we will work these in the following training session. This will serve as documentation of the coaching practices used and their results.
Bring the binder to each meeting.
Trainer Notes:
Trainer may want to show the video of Diane using the Results-Based Tool for Part 2 of the Leadership Video from
Sweeney, 2011

13. Video One
The student samples were from before CCSS. Do we want to use them or develop and replace with a CCSS Sample. (Someone will have to do).
This section needs to be developed by the presenter.
Her work needs to be replaced with a common core Example and someone needs to lead that.
You may want to refer to:
Trainer will show clip from Part 1 of the Leadership series found at
The clip begins at 108:30. This kindergarten clip demonstrates how to make an assessment checklist.

14. UNPACKING Practice
1. Choose a grade level standard. 2. Underline key phrases and descriptors. 3. Develop “I can…” statements for each key indicator.
Have the participants look at the sample standards in the handout packet. Then follow the steps on the slide. Lynda will walk them through this.

15. UNPACKING THE STANDARDS W. 3
UNPACKING THE STANDARDS W.3.2: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Make sure you develop “I can..” statements in student-friendly language.
All we care about is it proficient or not? That is all that matters. This is content only the language standards are not being addressed at this time. Lynda will model this on the document camera.
I can write a narrative.
I can develop real or imagined experiences or events.
I can use effective techniques. (to be a good writer)
I can use descriptive details.
I can clearly sequence events.
I can plan my story using an organizer.
I can use dialogue.
I can describe actions, thoughts, and feelings to develop my writing.
I can use temporal words and phrases to signal event order.
I can provide a sense of closure.
ACTIVITY: Each table needs to have “I can” statements developed from their standards. Then we will put them on chart paper and compare the “I can” across the grade levels for the focus standard. Compare and discuss. Table Cards will be already set up for activity.
Share out BIG IDEAS

16. Video Two
The 4th grade example is on the Pt 2 video at the beginning. This demonstrates how to think about what would be the next steps. Start 8:45 End 14:30
View the video of Diane Sweeney making an assessment checklist.
These are the standards that Diane used:
W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information
W. 6.3 Write narrative to develop real or imagined experiences or events using effective technique, relevant descriptive details and well-structured event sequences.
W Write narratives to develop real or imagined experiences or events using effective technique well-chosen details, and well-structured event sequences.

17. S.M.A.R.T. GOALS Specific Measurable Achievable Results-oriented
Time-bound
Specific – What will the goal accomplish? How and why will it be accomplished?
Measurable – How will you measure whether or not the goal has been reached?
Achievable – Is it possible? Have others done it successfully? Do you have the necessary knowledge, skills, abilities, and resources to accomplish the goal?
Results-oriented – What is the reason, purpose, or benefit of accomplishing the goal? What is the result of the goal? (Not activities leading up to the result)
Time-bound – What is the established completion date and does that completion date create a practical sense of urgency?
It is important to have clear goals so that gaps in action, sequence, and direction can be avoided (Killion, Assessing Impact, p. 34).
S.M.A.R.T. goals ensure reliable results because they are… (refer to slide)
Killion, 2008

18.
Let’s watch this video clip on writing a S.M.A.R.T. Goal.
Note to Trainer:
Video should automatically start once slide is clicked. If not go to
Activity:
After watching video, have participants go to p. 90, Figure 5.3. As a whole group, rewrite the Student Learning Goal into a S.M.A.R.T. Goal.
REMEMBER your SMART goals need to be developed from needs evidenced in the DATA. Make sure your start with the Principal and find your focus from the data.

19. School Change Student Achievement Change in PLC and Peer Coaching
4-Jun-18
Change in PLC and Peer Coaching
Change in Leadership Behavior
Change in
Student Behavior
Student Achievement
Note to Trainer:
Refer participants to p. 90, Figure 5.3. Connect Barkley’s School Change Model to Sweeney’s work.
On Sweeney’s tool student achievement is designated by the student learning goal for the coaching cycle. The evidence that the goal is met is shown in the post-assessment. The student learning goal in handout packet is: Students will learn to use basic conventions of writing within their written assignments. With this goal in mind, I would expect to observe changes in student behavior, such as students using an editing checklist on their written assignments. What other student behaviors would you expect to see or hear?
Activity:
Chart participants’ responses, which might include the following:
Use of editing marks
Active student involvement during mini-lessons
Peer conferencing on use of conventions
Peer conferencing that connects the mini-lesson to the student writing sample
Use of resources (e.g. digital, classroom charts, dictionaries)
Published papers with correct use of conventions
Higher scores on the post-assessment
For student behaviors to change, teaching behaviors will need to change such as working closely with the instructional facilitator to develop mini-lessons. For teaching behaviors to change you would expect to see changes in coaching and PLCs such as focused studies on student work, lesson planning, and observations of other teachers. For all of this to fall in place, leadership needs to be part of the change process by keeping student learning at the forefront, providing opportunities to share and celebrate new learning, and supporting the work of the coaching cycle.
Model and record one expected behavior for teachers, PLC or instructional facilitator, and administration to exhibit when the outcome is – active student involvement during mini-lessons. This will help participants understand how to do the rest of the activity.
EXAMPLE:
Student: - active student involvement during mini-lessons
Teacher: - planning and co-teaching with instructional facilitator in a coaching cycle
PLC or IF: researching best practices for student engagement
Administration: Finding extra PD for faculty on student engagement
Have participants break into groups of 3 to 4 and chart the remaining behaviors for teachers, PLC, instructional facilitator, and administrations from the list of student behaviors. Then share to whole group.
Change in Teaching Behavior
Source: Model developed by Steven Barkley 19

20. Solution Session
Review any ideas from the reading assignment or from today’s presentation.
IDEAS: Many be walk them through the assignments to determine gold line responses or questions.

21. At Your Building…. Share today’s information with principal.
Fully develop draft schedule and post.
Enroll teacher(s) in a coaching cycle.
- Use Results-Based Coaching Tool.
Note to Trainer:
Clarify each bullet under Next Steps.
Ask participants to bring copies of their schedule and Results-Based Coaching Tool to the next meeting.
Ask participants to bring a copy of their schedule on September 14th. .
Activity:
Out the Door, 3 things I learned: 3things I learned
2 things I am unsure of
1 thing I can do immediately

22. “I can” statements resource-
Diane Sweeney Videos
Smart Goals-
“I can” statements resource-