Student-Centered Coaching

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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 - PowerPoint PPT Presentation

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Student-Centered CoachingMaking Coaching About Student Learning#vlconf2014Diane Sweeney, author and consultantStudent-Centered Coaching is aboutKnowing where our students are as learnersKnowing where they need to bePartnering with teachers to close the gap between where the students are and where they need to be#vlconf2014Student-Centered Coaching is not aboutFixing teachersTargeting failing teachersSeparating instruction from student learningHoping and praying that coaching makes an impact on student learning#vlconf2014Supporting research from Hatties Visible Learning for Teachers (positive effect begins at .40)Self-reported grades/student expectations (assessment capable learners) = ES 1.44Feedback= ES 0.75Self-Verbalization and self-questioning= ES 0.64Mastery Learning= ES 0.58

#vlconf2014A Comparison OfStudent-Centered CoachingTeacher-Centered CoachingRelationship-Driven CoachingRefer to page 1 in your handouts#vlconf2014Core Practices for Student-Centered Coachingset a standards-based goal for student learning create a set of learning targets that are based on the standarduse student evidence to plan differentiated instruction with teachersco-teach using effective teaching practices document student and teacher learning across a coaching cycleschedule coaching based on 4-6 week coaching cycleswork in partnership with the school leadership#vlconf2014

Looking Closer

Setting a Goal for Student Learning#vlconf2014Student-centered coaching is framed around a goal for student learning. Goals can focus on: StandardsEngagementBehavior

Goals can be set for the whole class, small groups, or individual students. Refer to page 2 in your handouts

Looking Closer

Engaging Teachers in Coaching Cycles#vlconf2014Coaching Cycles include4-6 weeks of ongoing work with individuals or teams of teachersInstructional 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)

Looking Closer

Analyzing Student Work Based on the StandardsGlossary of TermsLearning 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.

#vlconf2014We 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 saysCCSS.ELA-Literacy.W.3.3Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.CCSS.ELA-Literacy.W.3.3aEstablish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.CCSS.ELA-Literacy.W.3.3bUse 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.3.3cUse temporal words and phrases to signal event order.CCSS.ELA-Literacy.W.3.3dProvide a sense of closure.

Our learning targets (and Success Criteria) areI 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 PlannerThe whole class needsMore interesting leads that set up the situation so that the reader knows exactly whats happeningTo include a richer array of characters (people) in their narrativesTo 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. InformationI Have Heard of ItKnow-HowI Can Do It With HelpKnowledgeI Can Do It On My OwnMasteryI Can Teach It To OthersI 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 PracticesPractices for Coaching and Collaboration Impact on InstructionImpact on Student Learning

Post Assessment Data

Goal for Student Learning

Students willUse annotation to determine the central idea of a short piece of literature. (ELA Literacy. RL.6.2)

Pre Assessment Data

Instructional PracticesPractices for Coaching and Collaboration Impact on InstructionImpact 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 dont feel like being a part of the classroom community. Goal for Student Learning

Students willUse annotation to determine the central idea of a short piece of literature. (ELA Literacy. RL.6.2)

Pre Assessment Data5/16 Meets9/16 Approaching2/16 Not Yet

Instructional PracticesPractices for Coaching and Collaboration Impact on InstructionImpact 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

Goal for Student Learning

Students willUse annotation to determine the central idea of a short piece of literature. (ELA Literacy. RL.6.2)

Pre Assessment Data5/16 Meets9/16 Approaching2/16 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 InstructionImpact on Student Learning

Post Assessment Data

Goal for Student Learning

Students willUse annotation to determine the central idea of a short piece of literature. (ELA Literacy. RL.6.2)

Pre Assessment Data5/16 Meets9/16 Approaching2/16 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 coachImpact on InstructionImpact on Student Learning

Post Assessment Data

Sample from 6th Grade ELA

Goal for Student Learning

Students willUse annotation to determine the central idea of a short piece of literature. (ELA Literacy. RL.6.2)

Pre Assessment Data5/16 Meets9/16 Approaching2/16 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 coachImpact on Instruction

small group instruction that is based on formative assessment data student-led discussion groups mastery checks for students to self-evaluate their learningImpact on Student Learning

Post Assessment Data

Goal for Student Learning

Students willUse annotation to determine the central idea of a short piece of litera