Transcript Title Goes Here

Student-Centered
Coaching
#vlconf2014
Making Coaching About
Student Learning
Diane Sweeney, author and consultant
Student-Centered Coaching is about…
1) Knowing where our students are as
learners
2) Knowing where they need to be
3) 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…
1) Fixing teachers
2) Targeting failing teachers
3) Separating instruction from student
learning
4) Hoping and praying that coaching
makes an impact on student learning
#vlconf2014
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
A Comparison Of…
• Student-Centered Coaching
• Teacher-Centered Coaching
• Relationship-Driven Coaching
Refer to page 1 in your handouts
#vlconf2014
Core Practices for StudentCentered Coaching
1. set a standards-based goal for student learning
2. create a set of learning targets that are based on
the standard
3. use student evidence to plan differentiated
instruction with teachers
4. co-teach using effective teaching practices
5. document student and teacher learning across a
coaching cycle
6. schedule coaching based on 4-6 week coaching
cycles
7. work in partnership with the school leadership
#vlconf2014
Looking Closer…
Setting a Goal for
Student Learning
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:
Design is a creative planning
process that leads to useful
products and systems.
I can break up the problem visually.
I can develop and explain a step-bystep 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.
Information
Know-How
Knowledge
Mastery
I Have Heard of It
I Can Do It With
I Can Do It On My
I Can Teach It To
Help
Own
Others
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
Instructional
Practices
Practices for
Coaching and
Collaboration
Impact on
Instruction
Impact on
Student
Learning
Students will…
Pre Assessment
Data
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
Goal is derived from the standards.
What should students be able to do?
Goals can also focus on student
engagement or behavior.
For example:
Post
• Students will use accountable talk
to develop
their thinking.
Assessment
• Students will use appropriate coping
Data strategies
when they don’t feel like being a part of the
classroom community.
Goal for Student Instructional
Learning
Practices
Practices for
Coaching and
Collaboration
Impact on
Instruction
Impact on
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
Learning Targets:
Post
Students will…
Assessment
• read and annotate a short text
• use the annotations to determine a centralData
idea
• provide evidence related to the central idea
Goal for Student
Learning
Instructional
Practices
• teacher clearly
states the
learning target(s)
(3a)
• students
articulate how
they are doing
against the
learning targets
Pre Assessment
(3a)
Data
• teacher models
5/16 Meets
thinking with
9/16 Approaching large and small
2/16 Not Yet
groups (3a)
• teacher designs
small discussion
groups (3b)
Students will…
Use annotation to
determine the
central idea of a
short piece of
literature.
(ELA Literacy.
RL.6.2)
Practices for
Coaching and
Collaboration
Impact on
Instruction
Impact on
Student
Learning
Post
Assessment
Data
Goal for Student
Learning
Instructional
Practices
Practices for
Coaching and
Collaboration
Students will…
• teacher clearly LA Learning Team
Use annotation to states the
meets weekly
determine the
learning target(s) • analyze student
central idea of a
(3a)
work together
short piece of
• students
• design lessons
literature.
articulate how
and units of study
(ELA Literacy.
they are doing
• engage in
against the
student-specific
RL.6.2)
learning targets
troubleshooting
Pre Assessment
(3a)
with Special Ed
Data
• teacher models and ELL Teachers
5/16 Meets
thinking with
• coaching cycles
9/16 Approaching large and small
with the literacy
2/16 Not Yet
groups (3a)
coach
• teacher designs
small discussion
groups (3b)
Impact on
Instruction
Impact on
Student
Learning
Post
Assessment
Data
Sample from 6th Grade ELA
Goal for Student
Learning
Instructional
Practices
Practices for
Coaching and
Collaboration
Students will…
• teacher clearly LA Learning Team
Use annotation to states the
meets weekly
determine the
learning target(s) • analyze student
central idea of a
(3a)
work together
short piece of
• students
• design lessons
literature.
articulate how
and units of study
(ELA Literacy.
they are doing
• engage in
against the
student-specific
RL.6.2)
learning targets
troubleshooting
Pre Assessment
(3a)
with Special Ed
Data
• teacher models and ELL Teachers
5/16 Meets
thinking with
• coaching cycles
9/16 Approaching large and small
with the literacy
2/16 Not Yet
groups (3a)
coach
• teacher designs
small discussion
groups (3b)
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
Goal for Student
Learning
Instructional
Practices
Students will…
Use annotation to
determine the
central idea of a
short piece of
literature.
(ELA Literacy.
RL.6.2)
• 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)
Pre Assessment
Data
5/16 Meets
9/16 Approaching
2/16 Not Yet
Practices for
Coaching and
Collaboration
•LA Learning Team
meets weekly
• analyze student
work together
• design lessons and
units of study
• engage in studentspecific
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
Thank you and keep in touch!
If you would like more information, feel free to
visit www.dianesweeney.com to read our blog
or explore our resources and videos.
Email me: [email protected].
Tweet me: @SweeneyDiane
Learn more about Visible Learningplus
at www.corwin.com/visiblelearning