Student Centered Coaching Audrey Goninan Reading Coach Fort Mill Schools goninana@fortmillschools.org

Goals for Today... Identify core practices that instructional coaches can use to support both student achievement and the impact on teacher capacity Review tools that can be used to enhance the success of instructional coaching in your schools Reflect on how these strategies and tools can positively affect the role of instructional coaches at your schools

Session Participation Norms Don’t leave me hangin’ - share your thinking! Silence is not golden in this session. We can learn from each other so be sure to share your thinking with the entire group - no side conversations please. All questions are important - ASK, ASK, AWAY!

Let’s Get to Know Each Other! Name School Position 1-2 books that you are reading this summer Goal for this session

Why I Love Student Centered Coaching *Student Focused *Closes the gap between what students know and what they need to know *Use of Data *Measures Coaching Impact *Develops Trusting Relationships with Teachers

Another Coaching Continuum Turn and Talk - Where do you feel coaching at your school or district falls on the continuum? Where can we show stakeholders the impact of coaching in our schools?

Getting Coaching Up and Running *Relationships *Sharing Your Role Video Introduction Website *Coach/Teacher Agreement

Student-Centered Coaching Core Practices for Student-Centered Coaching

#1 - Set a Standards-Based Goal for the Coaching Cycles Goldilocks Goals: *Not too narrow or broad *It is something the teacher cares about and that will benefit the students *Helps teachers define what it is they want their students to achieve Refer to the Results Based Coaching Tool - Have participants work in pairs to determine a standard and goal for their students. Students will… Standards...

“I want to work on conferring.” Too Broad “I want to work on conferring.” Where do we want to confer with students? (What content area?) What do we want the kids to know and be able to do? Just Right Too Narrow “I want to check with readers about the number of pages they’re reading every day.”

Students will explain how the author’s choice of words creates mood. Example... Standard 9.2- Explain how the author’s choices of words, illustrations and conventions combine to create mood, contribute to meaning, and emphasize aspects of character or setting. Students will explain how the author’s choice of words creates mood.

#2 - Unpack the Standard(s) into Student-Friendly Learning Targets What will we see the students doing that shows they’ve met the standards- based goal? (Unpacking the Standards) Partner to determine I can statements, share out Learning Targets I can..

Example... Standard 9.2- Explain how the author’s choices of words, illustrations and conventions combine to create mood, contribute to meaning, and emphasize aspects of character or setting Students will explain how the author’s choice of words creates mood. I can identify words that show the mood of a text. I can explain how certain words add to the meaning of what I am reading.

Mindshift - Data Evidence # 3 - Use Student Evidence to Co-Plan Instruction Mindshift - Data Evidence *Student evidence should be in EVERY planning session. *Focus is on what the students ARE doing. *What does the student evidence show us? How does this help us differentiate? What does it tell us about where we need to go next in our instruction?

Formative Assessments - An Essential Component of Student Centered Coaching Data - Inside vs. Outside a Coaching Cycle Anecdotal Notes “Messy Sheet” Engagement Wheels It keeps us focused on kids, it is one of the key things that transfers into teachers. Outside – interim, F&P, MAP, assessment walls, led by a school leader, purpose is to monitor student performance at a systems level – this is not the data that drives a coaching cycle Data walls, data teams, PLCs, protocol-based discussions Inside – formative assessments & student work, led by the coach, purpose is to monitor student growth in order to adjust instruction

Turn and Talk - How did sorting the student evidence help to set instructional goals? How could the coach use this evidence as baseline data?

# 4 - Organize Coaching Through Cycles 4-6 weeks in duration Planning with the teacher weekly 1-3 days/week for co-teaching Make your schedule public Review the Coaching Questions - How could these questions help to make your coaching more successful and student centered?

# 5 - Co-Teach with a Focus on Effective Instructional Practices Noticing & Naming Thinking Aloud Teaching in Tandem Co-Conferring You Pick Four Micro Modeling Discuss the Scale of Help, watch the video 3:16 - 8:50, discuss where on the scale this teacher is working, Turn and talk - how does this type of coaching keep the focus on the student while supporting teacher capacity? What would the evidence be in this situation?- student notes, anecdotal notes from conferring,

# 6 - Measure Impact - Results Based Coaching Tool *Here’s where coaching is validated and success is celebrated! *Coaching tools make our work visible and transparent. *Summarizes the great work from students and teachers.

Turn and Talk ... What other types of data can be used to demonstrate a coach’s impact on student achievement?

Student Centered Coaching in Action! Action Research Project

# 7 - Partner with the School Leader *Setting clear expectations is the key to success! *School Leader and Coach Roles *Developing weekly meetings - 3 Norths and a What? Roles Document Pave the Way

Turn and Talk What tools can you take into your school for the 2017-2018 school year that you heard about today? How can data support the roles of Reading coaches in South Carolina schools?

A Quick Plug... Student Centered Coaching… The Moves (Corwin) If you’re interested in doing a virtual book study of this book, please let me know! I’d love to have some collaborative partners.

A Final Thought... “Student centered coaching is not a formula. When it boils down to a formula, you set yourself up for failure. All of this will fit into your own system of coaching.” ~Diane Sweeney