1. Using Classroom-Level Data to Inform Coaching Assessing the Context Kedra Gamble IRA, 2008

2. Coaching is the most difficult part of the teacher educators job, and the most difficult part of coaching is deciding what points to make. (Lyons & Pinnell, 2001)

3. Data Answers Questions Where do I begin? What do teachers need from me? How has my work with teachers affected instruction? Are teachers implementing the particular practices we have been discussing? What are our instructional strengths/weaknesses?

4. More Questions…. How are we doing? What next? How can I narrow my coaching focus? In what ways can I differentiate coaching for individual or groups of teachers? What do our students need?

5. Good coaching begins with assessing the context.

6. Assessing the Context (Lyons & Pinnell, 2001) Examine classrooms and teachers understanding in an ongoing and systematic manner Attend to contextual variables as you plan and implement coaching Find out what teachers are doing effectively and ineffectively Gather student data

7. Know Where Youre Going Vision-Big Picture (McAndrew, 2005) Plan of Action Prerequisites/Basic (Lyons & Pinnell, 2001) Assessment/Feedback Adjusting the plan Assessment/Feedback

8. Clarity Do teachers know the criteria for high- quality literacy instruction? Do they really know? How do you know they know? How do they know they know?

9. Creating a Tool Start with the ideal Establish specific criteria Include a gradient Share with teachersdont keep secrets Get feedback Refine as necessary

10. Benefits A clear picture of what is happening in classrooms A self-assessment measure for teachers A tool to assist administrators Information to help form your professional development plan Data for differentiated coaching Accountability (Rogers & Pinnell, 2002)

11. References/Resources