Instructional Coaching
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Student Centered Coaching
Overview shared with staff at the Beginning of year
Core Practices for Student-Centered Coaching
1. Organize coaching through cycles
2. Set a standards-based goal for coaching cycles
3. Unpack the standard(s) into student-friendly learning targets
4. Use student evidence to co-plan instruction
5. Co-teach with a focus on effective instructional practices
6. Measure the impact of coaching on student and teacher learning
7. Partner with the school leader
2. Set a standards-based goal for coaching cycles
3. Unpack the standard(s) into student-friendly learning targets
4. Use student evidence to co-plan instruction
5. Co-teach with a focus on effective instructional practices
6. Measure the impact of coaching on student and teacher learning
7. Partner with the school leader
Core Practice #1: Organize coaching through cycles
Coaching Cycles
* What are the learning targets that capture what we want the students to know and be able to do?
2. How Will We Work Together?
* There are options to how we can work together. Let's talk through these options and pick some that feel right to you
* There are also options to how we can collect student evidence when we are working together in the classroom. How
How would you like to go about doing this?
3. How will we approach Co-Planning?
* We will need at least 35-45 minutes each week for planning, what time works for you?
* It is helpful to create a planning system that works for you. How would you like to share this information? (Google docs,
planning template, etc.)
- Approximately 4-6 weeks in duration
- A minimum of one week planning conversation to look at student work and design upcoming instruction
- One to three times per week for co-teaching in the classroom
- What is our focus?
* What are the learning targets that capture what we want the students to know and be able to do?
2. How Will We Work Together?
* There are options to how we can work together. Let's talk through these options and pick some that feel right to you
* There are also options to how we can collect student evidence when we are working together in the classroom. How
How would you like to go about doing this?
3. How will we approach Co-Planning?
* We will need at least 35-45 minutes each week for planning, what time works for you?
* It is helpful to create a planning system that works for you. How would you like to share this information? (Google docs,
planning template, etc.)
core practice #2: Set a standards-based goal for coaching cycles
Stems for Goal Setting
- What do you hope the students will learn as a result of our partnership?
- Let's look at the standards. . .how might they help us choose a focus?
- What would you like to see your students doing as (readers, writers, mathematicians, scientists, etc.)?
- Is there any student work or data that could help us decide on a focus that will make the most impact on your students?
- How do you feel about the goal we've selected? Does it feel right to you?
Core Practice #3: Unpack the standard(s) into student-friendly learning targets
When thinking about individual learning targets, we ask ourselves:
Is the target directly related to our goal for the coaching cycle and the standard(s) that support it?
Is the target written in kid-friendly language?
Does the target focus on learning rather than on a task or activity?
Can this target be measured?
Is the target “just right” in size – containing only one action and/or piece of content?
Is the target directly related to our goal for the coaching cycle and the standard(s) that support it?
Is the target written in kid-friendly language?
Does the target focus on learning rather than on a task or activity?
Can this target be measured?
Is the target “just right” in size – containing only one action and/or piece of content?
Core practice #4: use student evidence to co-plan instruction
Checklist for Collecting Student Evidence
- It doesn't take too long to create
- It doesn't require a lot of class time for students to produce (or is simply work they are already doing in class)
- It can be analyzed as part of regular planning time
- It is aligned with standard(s) and learning target(s)
- It makes thinking visible
- It doesn't leave much room for guessing such as yes/no or true/false
Core practice #5: Co-teach with a focus on effective instructional practices
Options for Coaching While in the Classroom
Noticing and Naming
During the lesson, the teacher and coach focus on how the students are demonstrating their current understanding in relation to the learning targets. As we work with students, we will record student evidence that we will use in our planning conversations.
Thinking Aloud
The teacher and coach share their thinking throughout the delivery of a lesson. By being metacognitive in this way, we will be able to name successes and work through challenges in real time.
Teaching in Tandem
The teacher and coach work together to co-deliver the lesson. The lesson is coplanned to ensure that our roles are clear, the learning targets are defined, and we both understand how the lesson is crafted.
Co-Conferring
The teacher and coach sit side-by-side when conferring with students. This way they create a shared understanding of how the students are doing. This then informs the next lesson.
You Pick Four
The teacher identifies approximately four students who the coach will pay special attention to in order to collect student evidence. The coach keeps the learning targets in mind while collecting student evidence. This evidence is then used in future planning conversations. Micro Modeling
The coach models a portion of the lesson. The teacher and coach base their decision about what is modeled based on the needs that have been identified. Micro-modeling may occur during a lesson, conference, small group, etc.
Noticing and Naming
During the lesson, the teacher and coach focus on how the students are demonstrating their current understanding in relation to the learning targets. As we work with students, we will record student evidence that we will use in our planning conversations.
Thinking Aloud
The teacher and coach share their thinking throughout the delivery of a lesson. By being metacognitive in this way, we will be able to name successes and work through challenges in real time.
Teaching in Tandem
The teacher and coach work together to co-deliver the lesson. The lesson is coplanned to ensure that our roles are clear, the learning targets are defined, and we both understand how the lesson is crafted.
Co-Conferring
The teacher and coach sit side-by-side when conferring with students. This way they create a shared understanding of how the students are doing. This then informs the next lesson.
You Pick Four
The teacher identifies approximately four students who the coach will pay special attention to in order to collect student evidence. The coach keeps the learning targets in mind while collecting student evidence. This evidence is then used in future planning conversations. Micro Modeling
The coach models a portion of the lesson. The teacher and coach base their decision about what is modeled based on the needs that have been identified. Micro-modeling may occur during a lesson, conference, small group, etc.
Core practice #6 measure the impact of coaching on teaching and learning
Results-Based Coaching Tool
https://docs.google.com/document/d/1C2EMfRhfZHEebrXqn7zf7dExLr5yfDNKopu5d1ZjInc/edit
Teacher Reflections Coach Reflections
https://docs.google.com/document/d/10Sq-hgqaS6QdFmDFlzRdQf0g5z6CSvU4rfb7b5_nlvc/edit
https://docs.google.com/document/d/1C2EMfRhfZHEebrXqn7zf7dExLr5yfDNKopu5d1ZjInc/edit
Teacher Reflections Coach Reflections
- What worked well for you during our collaboration and coaching work?
- How do you feel our collaboration positively impacted the students?
- What were any challenges or missed opportunities during our work together?
- Next steps in my teaching:
- Next steps in my coaching:
https://docs.google.com/document/d/10Sq-hgqaS6QdFmDFlzRdQf0g5z6CSvU4rfb7b5_nlvc/edit
Core Practice #7: Partner with the school leader
I. THE WORK
1. On what topics/areas should we focus first? How has student data informed this decision?
2. If necessary, how will we gather the appropriate student data?
3. How will we demonstrate the impact of coaching on teacher and student learning?
II. DEFINING OUR ROLES
4. What roles and responsibilities will we each have in coaching and professional development? (Large Group, Small Group, and One-on-One)
5. How will we introduce the coaching role to the staff?
III. ONGOING COMMUNICATION AND SCHEDULING
6. How and when will we communicate?
7. What will the coach’s schedule look like?
8. How will we support each other?
1. On what topics/areas should we focus first? How has student data informed this decision?
2. If necessary, how will we gather the appropriate student data?
3. How will we demonstrate the impact of coaching on teacher and student learning?
II. DEFINING OUR ROLES
4. What roles and responsibilities will we each have in coaching and professional development? (Large Group, Small Group, and One-on-One)
5. How will we introduce the coaching role to the staff?
III. ONGOING COMMUNICATION AND SCHEDULING
6. How and when will we communicate?
7. What will the coach’s schedule look like?
8. How will we support each other?
A little more about co-teaching--How could it look?
One teach, One Observe
One teacher leads the instructions while the other observes and gathers data to be reviewed after the lesson.
One Teach, One Assist
One teacher leads the instruction while the other circulates the room and provides assistance to students that need additional help or enrichment, gathers observation data, or provides classroom management. This is often used if one teacher has greater content expertise than the other.
Parallel Teaching
Both teachers teach the same content, but to a divided class. This allows for differentiation. The teachers could alternate the groups they work with.
Team Teaching
Both teachers share the delivery of the same content at the same time to the whole group. This is the most complex co-teaching style and requires the most planning. Both teachers "play off" each other while sharing the instructional role.
Station Teaching
Both teachers divide the content and students. Students spend time with each teacher. A third station can be added for independent work.
Alternative Teaching
One teacher delivers instruction to the whole class while the other works in small groups to provide preteaching and
reteaching, as needed. This is commonly used to differentiate instruction.
One teacher leads the instructions while the other observes and gathers data to be reviewed after the lesson.
One Teach, One Assist
One teacher leads the instruction while the other circulates the room and provides assistance to students that need additional help or enrichment, gathers observation data, or provides classroom management. This is often used if one teacher has greater content expertise than the other.
Parallel Teaching
Both teachers teach the same content, but to a divided class. This allows for differentiation. The teachers could alternate the groups they work with.
Team Teaching
Both teachers share the delivery of the same content at the same time to the whole group. This is the most complex co-teaching style and requires the most planning. Both teachers "play off" each other while sharing the instructional role.
Station Teaching
Both teachers divide the content and students. Students spend time with each teacher. A third station can be added for independent work.
Alternative Teaching
One teacher delivers instruction to the whole class while the other works in small groups to provide preteaching and
reteaching, as needed. This is commonly used to differentiate instruction.