1. Collaborative Coaching & Learning SMART Goals and Guiding Questions SMART Goals and Guiding Questions From To “A Focus on Results”

2.  “There is nothing more important in determining the effectiveness of a team than each member’s understanding of and commitment to the achievement of results- oriented goals to which the group holds itself mutually accountable.” From To Dufour,Eaker,& Many, 2006

3. Learning Goal  Collaboratively reflect on data, our knowledge and practice base relevant to our role as coaches.

4. Success Criteria  As a team, we are able to come to consensus in identifying a SMART goal.  We will collaboratively work as a team to develop a guiding question to address the goal.  As a team, we are able to come to consensus in identifying a SMART goal.  We will collaboratively work as a team to develop a guiding question to address the goal.

5. “What is it we want our students to learn?” “How will we know if each student has learned it?” “How will we respond when some students do not learn it?” “How can we extend and enrich the learning for students who have demonstrated proficiency?” From To gaps

6. District Data Statement May 2010  26.5% is the median percentage of students in grades 3-8 scoring at the proficient level on the New York State ELA.  27.5% is the median percentage of students in grades 3-8 scoring at the proficient level on the New York State Math assessment.  Cohort graduation rate is at 49%.  26.5% is the median percentage of students in grades 3-8 scoring at the proficient level on the New York State ELA.  27.5% is the median percentage of students in grades 3-8 scoring at the proficient level on the New York State Math assessment.  Cohort graduation rate is at 49%.

7. So…  What is the data telling us?  What changes to we want to see in our data?  What are we going to do to get there?  What is the data telling us?  What changes to we want to see in our data?  What are we going to do to get there? From To

8. What Are SMART GOALS? S pecific, strategic M easurable A ttainable R esults-oriented T ime-bound

9. Writing SMART Goals

10.  Talk at your table and come to consensus on a SMART goal. (ELA, Math, graduation rate)  What is an “attainable” goal?  Write your SMART goal on chart paper.  Talk at your table and come to consensus on a SMART goal. (ELA, Math, graduation rate)  What is an “attainable” goal?  Write your SMART goal on chart paper.

11. Remember to use our 7 Norms of Collaborative Work 1- Pause 2- Paraphrase 3- Probe 4- Put ideas on the table 5- Pay attention to self and others 6- Presume positive intentions 7- Pursue a balance between advocacy and inquiry 1- Pause 2- Paraphrase 3- Probe 4- Put ideas on the table 5- Pay attention to self and others 6- Presume positive intentions 7- Pursue a balance between advocacy and inquiry

12. District Data Statement May 2010  26.5% is the median percentage of students in grades 3-8 scoring at the proficient level on the New York State ELA.  27.5% is the median percentage of students in grades 3-8 scoring at the proficient level on the New York State Math assessment.  Cohort graduation rate is at 49%.  26.5% is the median percentage of students in grades 3-8 scoring at the proficient level on the New York State ELA.  27.5% is the median percentage of students in grades 3-8 scoring at the proficient level on the New York State Math assessment.  Cohort graduation rate is at 49%.

13. Pie Chart  How have you been spending your time as a coach so far this school year?

14. Protocol for Developing a Guiding Question 1)Based on the presented data, SMART goal, your pie chart, your knowledge and professional experiences, what questions (2 - 4) do you have about your practice as an educator? (work independently) 2) Which of these questions most directly impacts student learning? Why? 3) Are there any connections between the questions? Does anyone want to add/create a new question based on the discussions, or change an original question? 4) As a group you must now come to consensus as to which question will guide your CCL process.

15.  “What is the effect on student learning when we…”

16. Fist to Five process Fist- “I cannot live with this” 1- “I need to talk more about this” 2- “I would like to discuss minor issues” 3- “I am comfortable” 4- “Good idea” 5- “I want to lead the charge on this item” Fist- “I cannot live with this” 1- “I need to talk more about this” 2- “I would like to discuss minor issues” 3- “I am comfortable” 4- “Good idea” 5- “I want to lead the charge on this item”

17. Fist to five process Based upon how important the decision is, determine which level is unacceptable. i.e. VERY important decisions cannot allow any fists, 1 or 2 fingers. Routine decisions cannot allow any fists. Any low numbers explain why they voted that way and what compromise would be acceptable. Determine how many rounds of voting or how much time will be spent attempting to come to consensus. If time or rounds run out, think about it and continue next time. Based upon how important the decision is, determine which level is unacceptable. i.e. VERY important decisions cannot allow any fists, 1 or 2 fingers. Routine decisions cannot allow any fists. Any low numbers explain why they voted that way and what compromise would be acceptable. Determine how many rounds of voting or how much time will be spent attempting to come to consensus. If time or rounds run out, think about it and continue next time.

18.  The power in effective coaching is highly correlated to the degree that the literacy coach considers herself/himself to be a co- learner.

19.  “Teams accomplish the most when they are clear and unambiguous about what they want to achieve, when they clarify how they will measure their progress, and when they create a scoreboard that helps keep them focused on results.” From To Dufour,Eaker,& Many, 2006