1. Data Driven Decision Making and The Data Coach
JANE COOK
LITERACY & TECHNOLOGY COACH
EASTCONN
BETH MCCAFFERY
SCHOOL IMPROVEMENT COORDINATOR
LEARN

2. Purpose
To highlight characteristics of high quality coaching practices and review the roles of a Data Coach
To review 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. Participants Will:
Identify the roles and responsibilities of a coach and effective models for coaching.
Apply coaching behaviors that influence best practices. (***triad activity from NSDC last day)
Examine the research based on coaching that supports DDDM.

4. Questions To Consider What is an effective Data Coach?
What is the theory behind data coaching?
What do effective Data Coaches do?
What tools can Data Coaches employ to help educators use data to inform curriculum, instruction and assessment?

5. Why Data Coaches?
Data coaches assist Data Teams in using data and in applying the DDDM process to make high quality, informed decisions that will lead to increased student achievement.

6. What are the characteristics of an effective Data Coach?
Directions:
Individually write 5 characteristics that an effective coach should possess. ***Develop Reflection Sheet for handout)
Share your response with another person.
Join another partner group to form a group of four
Select 5 distinct responses to the question.
Write each response on sentence strips.
Place responses on chart paper posted around the room and have participants do an Affinity Diagram. ***Jane will post directions on Wiki
Summarize the results gathered by the coaches.
What does being an effective coach mean? 5 characteristics of an effective coach—(examples)
Must be a people person- open minded
Must know how to communicate
Must know how to criticize/critique with dignity- knowledgeable
Must be able to collaborate with all spectrums of educational community
Must be uplifting and encouraging– supportive, organized
Confident in effective teaching/learning strategies
Be proactive, seek change, an agent for change- able to empower teachers
Coach as leader:
Content & curriculum knowledge & pedagogy
Leadership skills- empower teachers
Interpersonal skills & listening skills & organizational skills
Promotes culture of instructional collaboration
Clear vision approach
“Teaching, Reaching, and Preaching”

7. *** Start Here Effective Coaching
The gradual release of responsibility- from coach to teacher- is key to effective coaching.

8. Points To Ponder
The coach’s major role is to provide professional development and support to teachers to improve classroom instruction.
This typically involves organizing school wide professional development and then structuring in-class training, which includes demonstrations, modeling, support for teacher trials of new instruction, and coaching feedback.
(“Literacy Coaching For Change,” Association for Supervision and Curriculum Development. EDUCATIONAL LEADERSHIP MARCH Camille L. Z. Blachowicz, Connie Obrochta, and Ellen Fogelberg.

9. Text Rendering Protocol
Read through the text completely.
Note those passages that stand out for you.
Mark the sentence, the phrase, and the word that hold particular significance for you.
USE COACHING PASSAGE HERE FOR TEXT RENDERING PROTOCOL: for example– Jim Knight passage- or Teachers Teaching Teachers article from Joellen Killion…

10. Text Rendering Protocol Cont’d
Each person shares a sentence from the document that he/she thinks/feels is particularly significant. Explain to the group why he/she marked the sentence.
Each person shares a phrase that he/she thinks/feels is particularly significant. Explain to the group why he/she marked the phrase.
Each person shares the word that he/she thinks/feels is particularly significant. Explain to the group why he/she marked the word.

11. Take A Look
Look at the sentences, phrases, and words that were chosen:
What do you notice? Any commonalities in the reflections about the text?
What came up for you during the conversations?
What are your “take-aways” from this text?

12. REFLECTION Discuss what you heard and what it says about the document.
Share the words that emerged and any new insights about the document.
Hoping to see that coaches get the sense that they are needed to improve teaching practices…. (In different roles)

13. Coaching’s Big Four Classroom Management Content
Instructional Practices
Assessment for learning
Jim Knight

14. Isolation or Collaboration?
Collaborative lesson planning leads to:
Consistent curricular focus
Collegial support through conversations
Common assessments
Team problem solving
Shared accountability
Increased professionalism
Decreased stress

15. Value of Collaboration Through Instructional Coaching
See what to avoid and/or include in our practices.
To inform lesson development and instruction.
Self- assessment and self- awareness of strengths and areas of growth.
Insights into lesson development and effective teaching strategies.

16. NEEDS For Coaching Collaboration
Committed teacher and coach working together
Time
Agreed upon ground rules and structures
Examine Lesson/ Unit plans together
Protocols: the structure for conversation, timeframe, guidelines, open and honest dialogue, build team culture and skills

17. Coaching Protocols
Observing
Planning
Monitoring
Feedback
Reflecting

18. Collaborative Lesson Planning Protocol
Collaborate on lesson/ unit plans using template.
To inform instruction
To ensure lessons incorporate ETS more frequently
Used by teacher and coach pre and post lesson
Follow Norms
Follow a Structure
Helps us break down isolation

19. Elements of Lesson Plans
Effective lesson plans:
Offer ‘prompts’ or cues for focused thinking
Allow linear and/or flexible options
Feel like a ‘flight plan’
Consider multiple aspects of learning cycle

20. Pre-lesson Conference and Effective Teaching Strategies
Procedure/Lesson Overview (Specify the steps of the lesson)
Decide the stage of learning- Are you introducing new knowledge or do you want the students to practice, review, and apply knowledge already taught?
Need to develop a checklist or use pre conference form from Jim Knight– I think JK conference form is too broad– can input ETS and help coaches focus on these pre- during and post conference.

21. Note: Include at least one kinesthetic activity in your lesson plans for a unit.
Ensure that the lesson includes the following components of Effective Teaching Strategies based on the specific stage and purpose of learning within the lesson:

22. What will I do to help students interact with new knowledge?

23. To Introduce New Knowledge:
Anticipatory set
Activate thinking
Access prior knowledge
Build background
Make connections, scaffold
Write

24. To practice, review, and apply knowledge
Develop ideas, new learning
Read for information
Write to clarify understanding
Direct instruction
Model
Guided Practice
Question
Connect relevance, authenticity

25. Practice, Review, & Apply (cont’d)
Summarize
Develop conclusions
Elevate applications, thinking
Produce evidence of understanding
Solve problems, investigate
Do something relevant with new information

26. Categories of Instructional Unit Activities
Select strategies based on the specific stage and purpose of learning:
Beginning of a unit.
During a unit.
End of a unit.

27. Beginning Stages of the Lesson Plan
Beginning: (Activate prior knowledge. Provide background information. How will students be hooked?)
Set Objectives
Provide feedback
Questions, cues, advanced organizers
Cooperative Learning
Identifying similarities and differences

28. Beginning of a Unit
A unit of instruction should begin with at least two activities:
1. Identifying clear learning goals.
2. Allowing students to identify and record their own learning goals.
Goals should be relatively specific BUT flexible enough to allow students to identify more specific personal learning goals.

29. During a Unit
Once goals have been established, instructional strategies have great value throughout a unit of instruction.
Three broad categories:
1. Introducing new knowledge
2. practicing, reviewing, and applying knowledge.
3. monitoring learning goals.

30. During the Lesson
During: (What strategies and activities will be used to support the teaching objectives? How will students receive feedback on their progress?)
Nonlinguistic representation
Note taking and summarizing
Questions, cues, advanced organizers
Cooperative Learning

31. End of Unit
A unit of instruction should begin with a focus on learning goals ---AND it should end with that focus as well.

32. End of Lesson
End: (Tie new knowledge to existing knowledge and future knowledge, Reflect, Evaluate)
Reinforce effort
Provide recognition
Summarize
Evaluate
Self-Assessment

33. Activities to provide focus at end of unit
Give students clear assessments of their progress on each learning goal.
Have students assess themselves on each learning goal and compare these assessments with those of the teacher.
Have students articulate what they have learned about the content and about themselves as learners.

34. Lesson Plan Checklist (Include this here)
NEED TO DEVELOP THIS or- Use TAKE THE LEAD with copyright permission.(get copyright permission)
OR NANCY BOYLES GUIDELINES FOR COACHES AND ADMINISTRATORS– ask for copyright permission.
I have ideas for this checklist– I think it should be used for observation of lesson by coach and then use as a review for feedback with teacher– to then plan collaborative lesson– or model lesson to address teacher concerns--

35. Stages of Instructional Coaching
Planning Conference
Observation
Modeling
Co-teaching
Gradual release
Reflection
I made this up– let me know what you think– changes to be made– or delete if you don’t like.

36. STEPS FOR COACHING Build relationships
Help teachers request your service (JK tool) with an identified need or area of concern.
Pre- lesson Observation of classroom
Feedback
Model lesson
Feedback Post modeled lesson
Co-teach
Reflection

37. Planning conference The teacher and coach confer to:
Clarify learning goals
Anticipate the tasks or work the students will complete to achieve the intended outcomes
Establish evidence of student achievement
Identify student or teacher behaviors the coach should observe
Reach a common agreement on the role the teacher and the coach will perform during the delivery of the lesson.

38. In class support
The teacher and the coach collaborate in the delivery of the planned lesson through these activities:
Observation
Demonstration lesson
co-teaching
Gradual release of responsibility from coach to teacher

39. Observe The Classroom
Coach uses the observation form to watch for data related to:
Critical teaching behaviors
Fidelity to scientifically proven practices
Student behavior and performance
Teacher behavior

40. Classroom Check-up Feedback Form
Teacher: ____________________
Conference date: ____/____/____
Classroom Check-up Feedback Form
From Jim Knight’s powerpoint
Time on Task
Opportunities to
Respond (OTR)
Ratio of Interactions
Disruptions
Daily Reality Scale
Goal area(s):_________________________________
Intervention(s): _______________________________________________________________________________________
_____________________________________________________________________________________________________

41. Debriefing/ Feedback The teacher and the coach meet to discuss:
Overall outcomes of the lesson
Degree to which students have mastered the learning outcomes
Effective Teaching Strategies used by the coach/teacher (depending on if observation, model lesson, & or co-teaching stage)
Instructional decisions the teacher made during the lesson

42. Feedback
Goal of feedback is to improve current situations without criticizing or offending.
Should be:
Descriptive rather than Evaluative (visible)
Specific instead of general
Given only when requested
Given as soon as possible to the situation
Focused on realistic options change
Positive with the intent to help the presenter

43. Warm V. Cool Feedback Supportive Strength oriented Focus on solutions
Promotes positive learning
Impersonal
Needs oriented
Focus on the problem
Provides constructive criticism

44. Questions to Ask When Debriefing
What do you see?
What is the focus on learning goals?
What standard is being used and are the procedures and assignments appropriate?
How will the student achieve according to the standard being addressed?
What questions are being asked?
Does the lesson end with the focused learning goals?

45. Cont’d What ETS do you see incorporated in the lesson?
What needs do you see?
What suggestions do you have for teaching this standard?
How can we support the teacher for future student learning?
Do you see any connections to what you may be teaching in your content area?
How can you work together to incorporate collaboration on this lesson?

46. Cont’d What did you learn about incorporating ETS in this lesson?
What did you learn about this teacher’s lesson from this session?

47. Reflection
The teacher and the coach independently and systematically reflect on how their collaborative work fosters the development of the student’s understanding.
Do this on ongoing basis to go back and re-examine goals so that the cycle can begin again in order to
Create continuity and sustainability.

48. Questions to Foster Reflection
A few simple questions can serve as a guide and a springboard for reflection and self-assessment:
What was I trying to accomplish?
How did I go about completing the lesson and solving problems I had along the way (process)?
What did I do well (strengths)?
What did I have difficulty with (weaknesses)?
What have I learned/what would I do differently?

49. Review of Effective Teaching Strategies
Similarities and Differences
Summarizing and Note taking
Reinforcing Effort and Providing Recognition
Homework and Practice
Nonlinguistic Representation
Cooperative Learning
Setting Goals and Providing Feedback
Generating and Testing Hypothesis
Questions, Cues, and Advanced Organizers
Non-Fiction Writing

50. Classroom Instruction that Works
Marzano and Pickering’s Meta-analysis :
- Results of over 35 years of educational research to determine average effect of the most effective teaching strategies.

52. Categories of Strategies
Cognitive Strategies
Academic Strategies
Motivational Strategies

53. Cognitive Strategies Identifying Similarities/Differences
Nonlinguistic Representations
Generating and Testing Hypotheses

54. Processes Students Can Engage In To Identify Similarities & Differences
COMPARING: Identifying similarities & differences between or among things or ideas.
Comparison Matrix, Venn Diagram, Double Cluster
CLASSIFYING: Grouping things that are alike into categories based on their characteristics.
T-Chart, Tree or Column
CREATING ANALOGIES: Identifying relationships between pairs of concepts.
(Relationships between relationships)
___:___::___:___
CREATING METAPHORS: Identifying a general pattern in a specific topic then finding another topic that is different, but has the same general pattern.

55. Nonlinguistic Representations
A variety of activities produce nonlinguistic representations.
Creating graphic representations.
Generating mental pictures.
Drawing pictures and pictographs.
Engaging in kinesthetic activity.
Nonlinguistic representations should elaborate on knowledge.

56. Generating and Testing Hypotheses
Deductive thinking requires students to apply current knowledge to make a prediction about a future action or event.
Inductive thinking involves students in a process of drawing new conclusions based on information they know or have presented to them.
Teachers should ask students to clearly explain their hypotheses and their conclusions. Research has shown the power of asking students to explain, in a variety of communication modes, their predictions and results

57. Academic Strategies Summarizing and Note Taking Homework and Practice
Cues, Questions and Advance Organizers (Activating Prior Knowledge)

58. Summarizing
To effectively summarize, students must delete some information, substitute some information and keep some information. (KEEP, DELETE, SUBSTITUTE)
To effectively delete, substitute, and keep information, students must analyze the information at a fairly deep level.
Being aware of the explicit structure of information is an aid to summarizing information.

59. Summarizing (cont’d)
Use summary frames to highlight the important elements of specific patterns commonly found in text and to help front load student thinking.
Summary frames are beneficial to teachers because it gives them an opportunity to have class participation that is specific to key information students gather as they move through the text.
There are six summary frames:
Narrative, Topic-Restriction-Illustration, Definition, Argumentation, Problem/Solution, Conversation

60. Note Taking Verbatim is the least effective way to take notes.
Notes should be considered a work in progress.
Notes should be used as study guides for tests.
The more notes that are taken, the better.

61. Homework
Less homework should be assigned to younger students than to older students. ( suggestion-10 minutes per grade level)
Parent involvement in homework should be kept to a minimum.
The purpose of homework should be identified and articulated and should not be new skill.
If homework is assigned, it should be commented on.

62. Practice
Mastering a skill requires a fair amount of focused practice. (24 repetitions equal 80% mastery of a skill)
While practicing, students should adapt and shape what they have learned.

63. Cues and Questions
Cues and questions should focus on what is important as opposed to what is unusual.
"Higher level" questions produce deeper learning than lower level questions.
"Waiting" briefly before accepting responses from students increases the depth of student answers.
Questions are effective learning tools even when asked before a learning experience.

64. Advance Organizers
Advance Organizers should focus on what is important as opposed to what is unusual.
"Higher level" advance organizers produce deeper learning than the "lower level" advance organizers.
Advance Organizers are most useful with information that is not well organized.
Different types of advanced organizers produce different results.

65. Motivational Strategies
Reinforcing Effort and Providing Recognition
Cooperative Learning
Setting Objectives and Providing Feedback

66. Reinforcing Effort Without HOPE there will be no EFFORT
People generally attribute success at any given task to one of four causes: ability, effort, other people and luck.
Not all students realize the importance of believing in effort.
Students can learn to change their beliefs to an emphasis on effort.
Without HOPE there will be no EFFORT

67. Providing Recognition
Rewards do not necessarily have a negative effect on intrinsic motivation.
Reward is most effective when it is contingent on the attainment of some standard of performance.
Abstract symbolic recognition is more effective than tangible rewards.

68. Cooperative Learning
Organizing groups based on ability should be done sparingly.
Cooperative groups should be kept small in size.
Cooperative learning should be applied consistently and systematically, but not overused.
Five Defining Elements-

69. Five Defining Elements of Cooperative Learning
1. Positive interdependence: a sense of sink or swim together. 2. Face-to-face interaction: helping each other learn, applauding success and efforts. 3. Individual and group accountability: each of us has to contribute to the group achieving its goals. 4. Interpersonal and small group skills: communication, trust, leadership, decision making, and conflict resolution. 5. Group processing : reflecting on how well the team is functioning and how to function even better.

70. Setting Objectives
Instructional goals/objectives narrow what students focus on.
Instructional goals/objectives should not be too specific.
Students should be encouraged to personalize the teacher's goals.
Use personalized goal sheet sample here---

71. Providing Feedback
Feedback should be "corrective" in nature by explaining to students what they are doing correctly and incorrectly.
Feedback should be specific to a criterion.
Feedback should be timely.
Students can effectively provide some of their own feedback.

72. Questions, Cues
These strategies help students access what they already know about a topic
Activation of prior knowledge is critical to all types of learning and learners
Prior knowledge influences new learning

73. Reflection What worked well? What did we learn?
Did our conversations lead us closer to our goals? How?
Did we focus on the lesson or on other issues?
Did we do what we set out to do?
How can we improve on this to make coaching collaborating on lesson plans more significant part of our work?

74. 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).

75. This power point was adapted from Robert Marzano.