1. Coaching Data Teams DEVELOPED BY JANE COOK
LITERACY & TECHNOLOGY COACH, EASTCONN
&
BETH MCCAFFERY
SCHOOL IMPROVEMENT COORDINATOR, LEARN
Revised 8/18/10
Warm-up: Explain the warm-up activity. Ask participants to create a name tent using a large index card. The name tent should include:
Name
Role/Position
School & District
3 numbers that have significance for them
After creating name tent, ask participants to introduce themselves and share their significant numbers. Debrief, reminding participants that numbers are data and numbers are important to all of us.
KWE: Refer participants to the KWE on p. 1 in the handout. Ask them to reflect and write about:
What do they know about coaching data teams?
What do they wonder about coaching data teams?
What do they expect to learn today?
Picture Walk: Share the agenda for the day and show participants the kinds of resources that are included in the handout.

2. Purpose of Training
To highlight characteristics of high quality coaching practices and review the roles of a Data Coach
To examine the coaching process and learn tools to use as a Data Coach to improve Data-Driven Decision Making (DDDM)
To develop an action plan for implementing data coaching practices to support DDDM
Overview: Explain the purpose of the training:
To highlight characteristics of high quality coaching practices and review the roles of a Data Coach
To examine the coaching process and learn tools to use as a Data Coach to improve Data-Driven Decision Making (DDDM)
To develop an action plan for implementing data coaching practices to support DDDM

3. Objectives for Learners
Participants will:
Examine the research on coaching that supports Data-Driven Decision Making and Data Teams.
Identify what an effective Data Coach needs to know and be able to do.
Observe and apply coaching behaviors that influence best practices and result in high student achievement. and evaluate when each tool may be most appropriate.
Overview: Review the following objectives for the training.
Participants will:
Examine the research on coaching that supports Data-Driven Decision Making and Data Teams.
Identify what an effective Data Coach needs to know and be able to do.
Observe and apply coaching behaviors that influence best practices and result in high student achievement. and evaluate when each tool may be most appropriate.

4. Norms for Collaboration

5. Essential Questions
What does the research say an effective Data Coach needs to know and be able to do?
What tools can Data Coaches employ to help educators use data to inform curriculum, instruction and assessment?
Essential Questions:
Refer participants to Essential Questions on p. 2 in handout and ask them to jot down any notes that will help them and to generate any new questions that they’ve brought today.

6. Tools for Coaching Data Teams: Affinity Data
Spatial and interactive
Allow for quick and easy data collection
Ensures that everyone’s ideas are heard
Gives all ideas equal weight
Encourages looking from other people’s perspectives
Helps group to identify natural connections among ideas
Refer participants to the description of the Affinity Diagram on pp. ??? and give a brief overview of the purpose of this tool.

7. Affinity Diagram: Characteristics of an effective Data Coach
Directions (See pp. 3-6 in your handout):
Individually write 5 characteristics that an effective coach should possess on the post it notes provided.
Characteristics of An Effective Data Coach:
Refer participants to pp. 3-7 in the handout. Review the instructions on pp. 3-4 in the handout. Ask participants to reflect and write at least 5 characteristics that an effective coach should possess. Then ask participants to share and compare their responses with a partner. What characteristics are the same? What characteristics are different? Ask one member of each partner group to write their common list on p. 3 in the handout.

8. Affinity Diagram: Characteristics of an effective Data Coach (continued)
Directions (See pp. 3-6 in your handout):
At your table, share your responses and eliminate any that are exact duplicates.
Have one member of your group place your group’s large post it note responses on the chart paper posted around the room.
After participants have individually written their characteristics and shared with a partner, ask participants to join with another partner group and compare their characteristics. Ask them to select 5 distinct responses and write each one on a separate large post it note.

9. Affinity Diagram: Characteristics of an effective Data Coach (continued)
Directions (See pp. 3-6 in your handout):
When directed, go to the chart paper and organize the post it notes into logical groupings, building an Affinity Diagram.
When asked, suggest a logical header for each group. The trainer will write a header card based on the group’s suggestions.
Summarize the results gathered by the coaches and debrief the activity by asking: How might an affinity diagram be useful in your work with Data Teams?
Refer participants to pp. 5-6 in the handout which gives background information on Affinity Diagrams. Explain that the purpose of an Affinity Diagram is to engage team members in brainstorming and organizing the thinking of the teams. Explain that this is a Total Quality tool that they can use with the Data Teams they are coaching. Make it clear that the purpose of joining into partner groups and then into groups of four is to narrow down the number of post it notes that a large group has to organize. If coaches are working with groups of 12 or less, they don’t need to do the steps of comparing notes with a partner and forming into groups of four.
After the participants have organized the post it notes into groups, ask them what header belongs with each group. Write a header card on a large post it note and post it above each group. Explain that you’ll compare their affinity result with the research shortly.

10. Reflect and Write ***
Consider the most important characteristics of Affinity Diagrams
Reflect and write how and when you might use an Affinity Diagram in your work

11. Tools for Coaching Data Teams: Jigsaw
Cooperative learning strategy with a 30 year track record that serves as a catalyst for discourse
Time effective strategy which allows all to the learn the content by splitting up the work (Many hands make light work)
Participants become experts on one piece of the content and share their expertise with a home group
Each person is a critical member in the learning
Refer participants to the description of the Affinity Diagram on pp. ??? and give a brief overview of the purpose of this tool.

12. Data Coaches Jigsaw Activity
Directions:
Count off by 4’s and get into your Expert Group by number.
Read the following sections in the chapter on pp in your handout:
The 1’s will read the Introduction section.
The 2’s will read the Knowledge and Skills section.
The 3’s will read the Challenges section
The 4’s will read the Snapshot of a Coach as a Data Coach section
In your group, develop a method and materials to teach your Home Group about your section. You’ll have 2.5 minutes to teach your section.
Introduction: The purpose of this article is to ensure that student achievement data is used to drive instructional decisions at the classroom and school level. You will be reading this article as a Jigsaw which is a cooperative learning activity (one of the research-based Effective Teaching Strategies).
Jigsaw Activity: Refer participants to pp in handout. Have participants count off by 4’s. Explain that the 4 people who surround them (numbers 1, 2, 3 & 4) will be their Home Group. Have them get into their Expert Groups by number and assign the following reading:
The 1’s will read the Introduction section.
The 2’s will read the Knowledge and Skills section.
The 3’s will read the Challenges section
The 4’s will read the Snapshot of a Coach as a Data Coach section
NOTE: If the Expert Groups are larger than 12 people, split them into two Expert Groups for each number. After reading for about 5 minutes, have participants work in their Expert Groups for about 10 minutes creating a method and materials for teaching their Home Group what they have learned through their reading.
Give participants approximately 5 minutes to read and 10 minutes to develop their method and materials for teaching their Home Group about their section.

13. Data Coaches Jigsaw Activity (continued)
Directions:
Return to your Home Group.
Refer to p. 8 in your handout and assign roles for your Home Group.
Teach your section to your Home Group. You’ll have 2.5 minutes to teach your section.
Each group will report out the insights from their learning in 1 minute or less.
Jigsaw Activity (continued): Refer participants back to p. 8 in the handout. Have participants return to their Home Group and decide who will serve in each role. Then ask them to teach each other what they have learned about Data Coaches from their reading and from their work in their Expert Group. Each section should take no more than 2.5 minutes.
Give participants approximately 5 minutes to read, 10 minutes to develop their method and materials for teaching their Home Group and 10 minutes to teach their Home Group (2.5 minutes per section).
Facilitate a debrief through a 1 Minute Challenge: Have each Home Group report their insights in 1 minute or less.

14. What does the research say?
Characteristics of Effective Coaches According to NSDC
Beliefs
Teaching expertise
Coaching skills
Relationship skills
Content expertise
Leadership skills
See page 7 in handout
Characteristics of Effective Coaches: Refer participants to p. 7 in the handout. Facilitate a discussion about what the research says compared with what the coaches in the groups said during their discussions and how the groups then organized their post it notes in during the Affinity Diagram activity. Ask them to compare their header cards from the Affinity Diagram with the categories from Taking the Lead. What is the same? What is different?
Debrief the Affinity Diagram activity by asking participants the following question: How might an Affinity Diagram be useful in your work with Data Teams?

15. The Roles of the Data Coach
Refer participants to p. 12 in their handout. Facilitate a discussion on the roles of a Data Coach. Refer participants to The Data Coach’s Guide to Improving Learning for All Students by Nancy Love, et al, Corwin Press, for more information.
Source: The Data Coach’s Guide to Improving Learning for All Students by Nancy Love, et al, Corwin Press, 2008

16. What does the research say?
The Roles of the Data Coach According to Nancy Love, et al
The Data Coach is a:
Role model of a “data literate” mindset
Developer of “Data Literacy” skills in others
Facilitator
Leader for sustainability
Source: The Data Coach’s Guide to Improving Learning for All Students by Nancy Love, et al, Corwin Press, 2008
Continue the discussion from Slide 12. This is a linear representation of Nancy Love’s roles of a Data Coach.

17. Essential Question 1 Closure
What are the Big Ideas related to Essential Question 1 - What does the research say an effective Data Coach needs to know and be able to do?
Refer participants to Essential Question 1 – What does an effective Data Coach need to know and be able to do? Ask them what the big ideas are that are related to that question. Facilitate a brief discussion to bring closure to this section of the agenda.

18. Reflect and Write
Consider the knowledge, skills, roles and responsibilities that coaches have.
Reflect and write
At least one aspect of the work of coaches in the left-hand column
What you need or want to work on related to this aspect of your coaching work

19. Building Data Literacy
The Four Phases of the Data-Driven Dialogue:
Predict
Go visual
Observe
Infer/Question
Source: The Data Coach’s Guide to Improving Learning for All Students by Nancy Love, et al, Corwin Press, 2008
Facilitate a discussion on how data literacy includes the four phases of the data-driven dialogue. Refer participants to The Data Coach’s Guide to Improving Learning for All Students by Nancy Love, et al, Corwin Press, 2008 for more information.

20. Tools for Coaching Data Teams: Consensogram
Directions:
Review background information on Consensograms on p. 13 in your handout.
Look at p. 14 and respond to each question on a small post it note (one note per question).
Place your post it notes on the chart paper.
This Consensogram activity provides participants with the opportunity to go through the four phases of the data driven dialogue process as defined by Nancy Love on the previous slide.
Ask participants to review the background information on Consensograms on p. 13 in their handout. Explain that a Consensogram is a Total Quality tool that allows people to see how closely even a very large group is to being in consensus about their beliefs, knowledge, skills and application of a given topic.
Step 1: Predict
Ask participants to read and respond to each of the Consensogram questions on p. 14 in their handout on a small post it note (a separate post it note for each question). Ask participants to Predict the group’s responses to each question. Then ask participants to place their post it notes on the chart paper for each question, building graphs as they add their post-it notes.
Step 2: Go Visual
Call up groups of no more than at a time to organize the post it notes. After all participants have had a chance to organize the post it notes, ask the whole group what they were thinking when they put the post it notes into each group so that they can give a name to each category that they’ve organized. Write a header card with a large post it note and place it above each category. Explain that charting is one way to Go Visual with data.
Step 3: Observe
Ask participants to observe “just the facts” from the graphs they have built with their responses.
Step 4: Infer/Question
Ask participants to make inferences and ask questions about the data on the graphs they have built.
Debrief the activity and ask participants how they might use the Consensogram tool with their Data Teams.

21. Deconstructing the Task A Looking at Student Work Protocol from Nancy Love
Task: Draw a parallelogram. Explain in writing why the shape you drew is a parallelogram.
Student
Know Do
Refer participants to p. 15 in their handout. Explain that their task is to:
1) Draw a parallelogram.
Explain in writing why the shape they drew is a parallelogram.
Ask participants what they needed to do to complete this task. Scribe on a flip chart or using the laptop and data projector, Facilitate a discussion of how to fill in the chart on p. 15 in handout. Debrief how to use this protocol in their work.

22. Facilitating: Coaches as Questioners
How can my use of questions probe others’ thinking?
How do I pose questions that promote reflection?
What are some examples of Data Team Leader questions?
How can these questions be adapted for use by Data Coaches?
Debrief the prior activities by facilitating a discussion about questioning and how questions can help support the work of Data Coaches. Ask participants to share examples of the kinds of questions they asked themselves or discussed with their partner during the prior activities. Refer them to p in the handout for more helpful questions.

23. Add Vicki’s Multiple Measures Diagrams & Questions

24. Sustainability Collaborative inquiry Professional development
Change theory
School culture
Vision
Systems thinking
Source: The Data Coach’s Guide to Improving Learning for All Students by Nancy Love, et al, Corwin Press, 2008
Ask participants: What does sustainability look like? How do you know that a strategy is promoting sustainability? Facilitate a discussion on sustainability. Refer them to The Data Coach’s Guide to Improving Learning for All Students by Nancy Love, et al, Corwin Press, 2008 for more information.

25. Essential Question 2 Closure: What are the Big Ideas related to what the research is that supports data coaching?
Essential Question 2 Closure: Ask participants: What are the Big Ideas related to what the research is that supports data coaching?

26. Scenarios

27. Looking at Student Work: Collaborative Assessment

28. Reflecting on Coaching
As an individual, review the quotes on p. 16 in your handout.
Put an asterisk in front of the one or two that most intrigue you. Spend three minutes writing about why those quotes resonate for you and how they apply to coaching.
Form a triad and use the Microlabs Protocol to discuss these quotes. See Activity Questions at the bottom of p. 17 in your handout.
Refer participants to pp in their handout. Ask participants to work as individuals to reflect on the quotes on p. 16 and put an asterisk in front of the one or two quotes that most intrigue them. Ask participants to form into triads and use the Microlabs Protocol described on p. 17 in their handout to discuss the quotes. Facilitate a debrief of the discussions from the triad groups. Ask participants how they might use the Microlabs Protocol when working with their Data Teams.

29. Coaches Help Mine the Data *** Substitute Wheatley article???
Creating safe environments
Accessing and organizing data
Analyzing and interpreting
Sustaining Professional Learning Communities
Explain that in the next activity, we will be using the Text Rendering Protocol to explore how Data Coaches can help in data mining.

30. Text Rendering Protocol
Read the instructions on Text Rendering Protocol p. 18 in handout
Read through text on pp completely.
Mark the sentence, phrase and word that hold particular significance for you.
Re-read and reflect until everyone is finished reading.
Work in groups of 6 to complete the Text Rendering Protocol.
Refer participants to p. 18 in their handout and explain the Text Rendering Protocol. Then ask participants to read the Coaches Help Mine The Data article on pp in their handout. Ask them to mark a sentence, a phrase and a word that are of particular significance to them as they read. Ask participants to re-read and reflect until everyone has a chance to finish reading. Then ask participants to form into groups of 6 (2 of the triad groups from the previous activity) and complete the Text Rendering Protocol. Facilitate a debrief of the activity, asking the groups to share what they found most significant and how they might use the Text Rendering Protocol with their Data Teams.

31. Steps for Coaching Data Teams
Build relationships
Help teams request your services with an identified need or area of concern.
Observation of Data Team
Feedback
Reflection
Refer participants to pp in their handout and remind them of the importance of questions during all of these steps in coaching Data Teams. This lists questions that can help guide Data Coaches’ thinking through all of the steps of Data-Driven Decision-Making as they work with Data Teams. These resources can help them develop Action Plans.

32. Action Planning for Data Coaches
Review pp in your handout
Refer participants to pp in their handouts. Explain the purpose of developing Action Plans. Provide participants with a blank Action Plan template (p. 25 in handout). Tell participants that they may find these Action Plans helpful in their work with their Data Team/s.

33. Resources Exploring http://calicoaches.wikispaces.com
Text-based resources: See Bibliography on p. 27 in your handout.
Refer participants to the Bibliography on p. 27 in their handout. Show some of the books that are very helpful resources for Data Coaches. Demonstrate the CALI Coaches Wiki located at and explain that it is a work in progress. If computers and time are available, give participants time to explore the CALI Coaches Wiki.

34. Essential Questions
What does the research say an effective Data Coach needs to know and be able to do?
What tools can Data Coaches employ to help educators use data to inform curriculum, instruction and assessment?
Essential Questions:
Refer participants to Essential Questions on p. 2 in handout and ask them to jot down any notes that will help them and to generate any new questions that they’ve brought today.

35. Your Feedback
Please take the time to complete the feedback form provided.
Make sure you have signed the CALI sign- in sheet before you leave (if you have not done so already).
Give participants the final evaluation and ask them to be very honest and specific in their feedback. Remind them to sign out on the CALI sign-in sheet.

36. Expressions of Concern
Tools for Coaching Data Teams: Concerns-Based Adoption Model
Area of Focus
Stages of Concern
Expressions of Concern
Stage 6: Refocusing
I have some ideas about something that would work even better.
Stage 5: Collaboration
I am concerned about relating what I am doing with what my co-workers are doing.
Stage 4: Consequence
How is my use affecting clients?
Stage 3: Management
I seem to be spending all of my time getting materials ready.
Stage 2: Personal
How will using it affect me?
Stage 1: Informational
I would like to know more about it.
Stage 0: Awareness
I am not concerned about it.
IMPACT
TASK
SELF
Source: Taking Charge of Change by Shirley M. Hord, William L. Rutherford, Leslie Huling-Austin, and Gene E. Hall, 1987

37. Mentoring & Coaching Support: The Bridge to Adoption
The left side of the bridge focuses on Self concerns which are addressed through training.
Mentoring and coaching support in a positive, safe environment address the Task concerns.
Only then can people cross the bridge to focus on Impact concerns and fully implement the Adoption of the change.
Source: Barry Sweeney, International Mentoring Association