Student Centered Coaching Benchmark 2.1.E Murphy Elementary  December 5, 2018

Student Centered Coaching Coaching is a partnership Coaching is about student learning Coaching fits within a robust system of professional learning Teachers and coaches close the gap between what the students know and what they need to know.

Core Practices for Student Centered Coaching #1 Utilize Coaching Cycles

Components of Coaching cycles 4-6 Weeks in duration Planning and reflective conversation 1-3 times per week for coaching in the classroom Can occur with groups, pairs or individuals Aligned with a unit of instruction

Core practices of student centered coaching #2 Set standards-based goals for coaching cycles

Goals are… Aligned with the standards Clear, focused and measurable About learning, instead of a task or assessment Motivating to the teacher and students.

Core Practices of student centered coaching #3 Use Instructional practices to produce desired student learning goal

Instructional practices are used… Instructional practices are the practices used in the classroom in order to reach the desired goal. As a part of the goal setting conversation (planning conversation) When co-planning and co-teaching lessons Ongoing throughout the coaching plan

Core practices of student centered coaching #4 Use student evidence to set goal as well as plan instruction

Planning process Analyze student evidence Co-plan instruction Bring evidence to PLC to analyze and further plan for instruction Anecdotal or conference notes Student writing Exit/entrance tickets Problem solving tasks Readers / writers notebooks

Student evidence is: About continuous, formative assessment Anecdotal and descriptive Referred to before making instructional decisions

Core practices of student centered coaching #6 Measure the impact of coaching on student and teacher learning

Data Measurement Pre data is collected at the beginning of the cycle (teacher and coach determination in the planning conversation) Post data is collected at the end of the cycle to measure growth.

Murphy Highlights Coach and Principal Roll Out Book Studies Pre-evaluation meetings MAP Data Teacher Participation: 10/12 (83%) Survey Data (Program eval) Quotes from teachers highlighting positives 89% of instructional practices that were addressed in a coaching cycle, were observed as being implemented in the classroom. In a classroom where students received coaching, 28% of students scored at the average-high or high score range. 40% scored in the average range and 32% scored in the low-average to low range. In a classroom that did not receive coaching, only 20% of students scored in the average-high or high range. 24% of students scored in the average range and 56% scored in the low-average to low range.  Coaching survey data reveals that 85% of teachers felt that the coaching cycle they were involved in was effective. 86% of teachers felt that the coaching cycle that they participated in had a positive impact on classroom instruction. 86% of students felt that the coach helped their teacher and 81% of students felt that the coach helped them as students.  18 total cycles were completed. Of those 18, 13 were initiated by the teacher, 5 were initiated by the principal.