Student-Centered Coaching Making Coaching About Student Learning #vlconf2014 Diane Sweeney, author and consultant

Student-Centered Coaching is about… Knowing where our students are as learners Knowing where they need to be Partnering with teachers to close the gap between where the students are and where they need to be #vlconf2014

Student-Centered Coaching is not about… Fixing teachers Targeting failing teachers Separating instruction from student learning Hoping and praying that coaching makes an impact on student learning #vlconf2014

Self-Verbalization and self-questioning= ES 0.64 Supporting research from Hattie’s Visible Learning for Teachers (positive effect begins at .40) Self-reported grades/student expectations (assessment capable learners) = ES 1.44 Feedback= ES 0.75 Self-Verbalization and self-questioning= ES 0.64 Mastery Learning= ES 0.58 #vlconf2014

Refer to page 1 in your handouts A Comparison Of… Student-Centered Coaching Teacher-Centered Coaching Relationship-Driven Coaching Refer to page 1 in your handouts #vlconf2014

Core Practices for Student-Centered Coaching set a standards-based goal for student learning create a set of learning targets that are based on the standard use student evidence to plan differentiated instruction with teachers co-teach using effective teaching practices document student and teacher learning across a coaching cycle schedule coaching based on 4-6 week coaching cycles work in partnership with the school leadership #vlconf2014

Looking Closer… Setting a Goal for Student Learning

Refer to page 2 in your handouts Student-centered coaching is framed around a goal for student learning. Goals can focus on: Standards Engagement Behavior Goals can be set for the whole class, small groups, or individual students. Refer to page 2 in your handouts #vlconf2014

Looking Closer… Engaging Teachers in Coaching Cycles

Coaching Cycles include… 4-6 weeks of ongoing work with individuals or teams of teachers Instructional time is spent in the classroom of teacher in the cycle (1-2 days per week) Weekly meeting to analyze student work and plan instruction (approx. 45 minutes) #vlconf2014

Looking Closer… Analyzing Student Work Based on the Standards

Glossary of Terms Learning targets are derived from the standards. They become the ‘what’ kids are supposed to learn. They are student-friendly so that students can self-evaluate and receive feedback. Sorting sessions are how the teachers denote trends they see in the student work. The sorting is typically a portion of the class or the whole class. The work is sorted into three piles that are based on the ‘I can statements’/learning targets. Success criteria are a collection of ‘I can statements’/learning targets and are created to provide students the opportunity to self evaluate and receive feedback. #vlconf2014

We can learn a lot from student work... Refer to page 4 in your handouts.

Wait a minute! We need to know the standard and learning targets before we can make any sense of the student work. The standard says… CCSS.ELA-Literacy.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. CCSS.ELA-Literacy.W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. CCSS.ELA-Literacy.W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. CCSS.ELA-Literacy.W.3.3c Use temporal words and phrases to signal event order. CCSS.ELA-Literacy.W.3.3d Provide a sense of closure.

Our learning targets (and Success Criteria) are… I can select an event from my life to write about. I can establish the situation at the beginning of the piece. I can describe the people or characters in my writing. I can tell the events in an order that makes sense to my reader. I can use words that show how time is passing (temporal words). I can describe what my characters are thinking, feeling, and doing. I can end my piece in an interesting way.

Four Square Instructional Planner The whole class needs… More interesting leads that set up the situation so that the reader knows exactly what’s happening To include a richer array of characters (people) in their narratives To use more interesting language (ban ‘I went’) To describe how the characters are thinking and feeling. Maricela needs support in staying on topic. Writing a narrative about one thing that she experienced. Brandon is using temporal words. His writing could be used as a model for this learning target. Ariana and Brandon could use help with ‘writing small’. Heidi, Alexis, Ariana, and Maricela could use help with temporal words to move the reader through the piece.

An Example of a Success Criteria for Robotics ITEA Standard:   ITEA Standard: Design is a creative planning process that leads to useful products and systems. Information I Have Heard of It Know-How I Can Do It With Help Knowledge I Can Do It On My Own Mastery I Can Teach It To Others I can break up the problem visually. I can develop and explain a step-by-step plan that includes equations, geometry, and measurement. I can work with a partner to develop my thinking. I can revise my plan to solve the problem. I can reflect on how to approach the problem differently based on what I learned.

Time in the classroom is spent collecting student evidence using the following practices: Create a note-taking sheet with the learning targets at the top and space to record what specific students are doing as learners throughout the lesson. Share the notes with the teacher during the weekly planning meeting. Help the teacher design instruction that makes student learning visible so we can gather a lot of student evidence. (turn and talks, written work, group work) Refer to page 5 in your handouts for sample tools.  

Two Coaches Collecting Student Evidence 

Using the Results-Based Coaching Tool to Document the Impact of Coaching Goal for Student Learning Students will… Pre Assessment Data Instructional Practices Practices for Coaching and Collaboration Impact on Instruction Impact on Student Learning Post Assessment Data

Goal for Student Learning Students will… Use annotation to determine the central idea of a short piece of literature. (ELA Literacy. RL.6.2)   Pre Assessment Data Instructional Practices Practices for Coaching and Collaboration Impact on Instruction Impact on Student Learning Post Assessment Data Goal is derived from the standards. What should students be able to do? Goals can also focus on student engagement or behavior. For example: Students will use accountable talk to develop their thinking. Students will use appropriate coping strategies when they don’t feel like being a part of the classroom community.

Goal for Student Learning Students will… Use annotation to determine the central idea of a short piece of literature. (ELA Literacy. RL.6.2)   Pre Assessment Data 5/16 Meets 9/16 Approaching 2/16 Not Yet Instructional Practices Practices for Coaching and Collaboration Impact on Instruction Impact on Student Learning Post Assessment Data Learning Targets: Students will… read and annotate a short text use the annotations to determine a central idea provide evidence related to the central idea

Impact on Student Learning Goal for Student Learning Students will… Use annotation to determine the central idea of a short piece of literature. (ELA Literacy. RL.6.2)   Pre Assessment Data 5/16 Meets 9/16 Approaching 2/16 Not Yet Instructional Practices teacher clearly states the learning target(s) (3a) students articulate how they are doing against the learning targets (3a) teacher models thinking with large and small groups (3a) teacher designs small discussion groups (3b) Practices for Coaching and Collaboration Impact on Instruction Impact on Student Learning Post Assessment Data

Impact on Student Learning Goal for Student Learning Students will… Use annotation to determine the central idea of a short piece of literature. (ELA Literacy. RL.6.2)   Pre Assessment Data 5/16 Meets 9/16 Approaching 2/16 Not Yet Instructional Practices teacher clearly states the learning target(s) (3a) students articulate how they are doing against the learning targets (3a) teacher models thinking with large and small groups (3a) teacher designs small discussion groups (3b) Practices for Coaching and Collaboration LA Learning Team meets weekly analyze student work together design lessons and units of study engage in student-specific troubleshooting with Special Ed and ELL Teachers coaching cycles with the literacy coach Impact on Instruction Impact on Student Learning Post Assessment Data

Sample from 6th Grade ELA Goal for Student Learning Students will… Use annotation to determine the central idea of a short piece of literature. (ELA Literacy. RL.6.2)   Pre Assessment Data 5/16 Meets 9/16 Approaching 2/16 Not Yet Instructional Practices teacher clearly states the learning target(s) (3a) students articulate how they are doing against the learning targets (3a) teacher models thinking with large and small groups (3a) teacher designs small discussion groups (3b) Practices for Coaching and Collaboration LA Learning Team meets weekly analyze student work together design lessons and units of study engage in student-specific troubleshooting with Special Ed and ELL Teachers coaching cycles with the literacy coach Impact on Instruction small group instruction that is based on formative assessment data student-led discussion groups mastery checks for students to self-evaluate their learning Impact on Student Learning Post Assessment Data

Impact on Student Learning Goal for Student Learning Students will… Use annotation to determine the central idea of a short piece of literature. (ELA Literacy. RL.6.2)   Pre Assessment Data 5/16 Meets 9/16 Approaching 2/16 Not Yet Instructional Practices teacher clearly states the learning target(s) (3a) students articulate how they are doing against the learning targets (3a) teacher models thinking with large and small groups (3a) teacher designs small discussion groups (3b) Practices for Coaching and Collaboration LA Learning Team meets weekly analyze student work together design lessons and units of study engage in student-specific troubleshooting with Special Ed and ELL Teachers coaching cycles with the literacy coach Impact on Instruction small group instruction that is based on formative assessment data student-led discussion groups mastery checks for students to self-evaluate their learning Impact on Student Learning Post Assessment Data 11/16 Meets 4/16 Approaching 1/16 Not Yet Next Steps continue to work with students in small groups continue to work on reading fluency continue to work on annotation collaborate with special education teacher to align with a student’s IEP continue coaching cycles

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