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HANDOUTS – Student-Centered Coaching (Denver, 2016)
Student-Centered, Teacher-Centered, and Relationship-Driven Coaching
More Impact on Students-------------------------------------------------Less Impact on Students
Student-Centered
Coaching
Teacher-Centered
Coaching
Relationship-Driven Coaching
R
ole
The coach partners with
teachers to design learning
that is based on a specific
objective for student
learning.
The coach moves teachers
towards implementing a
program or set of
instructional practices.
The coach provides support and
resources to teachers.
Fo
cu
s
The focus is on using data
and student work to
analyze progress and
collaborate to make
informed decisions about
instruction that is
differentiated and needs-
based.
The focus is on what the
teacher is, or is not, doing
and addressing it through
coaching.
The focus is on providing support
to teachers in a way that doesn’t
challenge or threaten them.
U
se o
f D
ata
Formative assessment data
and student work is used to
determine how to design
the instruction. Summative
assessment data is used to
assess progress towards
standards mastery.
Summative assessment data
is used to hold teachers
accountable, rather than as
a tool for instructional
decision-making.
Data is rarely used in relationship-
driven coaching.
Use
of
Ma
teria
ls
Textbooks, technology,
and curricular programs
are viewed as tools for
moving student learning to
the next level.
The use of textbooks,
technology, and curricular
programs is the primary
objective of the coaching.
Sharing access and information
to textbooks, technology, and
curricular programs is the primary
focus of the coaching.
Pe
rce
ptio
n
Of
the
Co
ac
h
The coach is viewed as a
partner who is there to
support teachers to move
students towards mastery
of the standards.
The coach is viewed as a
person who is there to hold
teachers accountable for a
certain set of instructional
practices.
The coach is viewed as a friendly
source of support who provides
resources when needed.
Ro
le o
f
Re
latio
nsh
ips
Trusting, respectful, and collegial relationships are a necessary component for this type of
coaching.
We will: Read and take notes on the continuum for student-centered, teacher-centered, and relationship-
driven coaching. In small groups, please write down examples of coaching practices that fall into each
category.
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Student-Centered Coaching Teacher-Centered Coaching Relationship-Driven Coaching
Core Practices for Student-Centered Coaching 1. Set a standards-based goal for coaching cycles
2. Unpack the standard(s) into student-friendly learning targets
3. Use student evidence to co-plan instruction
4. Organize coaching through cycles
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: Set a standards-based goal for coaching cycles
Examples of Goldilocks Goals
Too Narrow Just Right Too Broad
Students will create a
diagram that shows the
water cycle.
Students will learn their
addition and subtraction
facts.
Students will memorize
the major events in the
Civil Rights movement.
Students will engage in
research in order to
understand how drought
impacts daily life.
Students will use a variety
of strategies to solve
addition and subtraction
problems.
Students will analyze the
role of a key person in the
Civil Rights movement.
Students will describe
weather in our area.
Students will understand
the concept of addition
and subtraction.
Students will learn about
the Civil Rights
movement.
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Sample Goal Setting Conversation
Coach I’m looking forward to working with you during our upcoming coaching cycle. You probably
remember that we always start by determining a student-learning goal for our coaching
cycle. What are you thinking?
Teacher I’m not sure about a student-learning goal. What I really need help with is a math unit
coming up in two weeks that I've never taught before or know much about. I need help with
resources, strategies and some formative assessment ideas. If you can get me those, then I
should be ready to go.
Coach It’s great that you are thinking through the unit ahead of time. Let’s take a minute to review
the unit so that we are clear about the learning we are after for your students. (Coach pulls
out the unit and standards)
Teacher Ok, but what I really need is resources and activities.
Coach We’ll definitely brainstorm resources and activities, but we need to start with a goal for
student learning. That’s key to understanding how we will teach and assess. It will also help us
stay focused on your students.
Teacher Well, I suppose the goal is for my students to correctly add and subtract three digit numbers.
I’d like them to do this quickly and from memory.
Coach Okay, that makes sense. As I look at the unit, I notice an emphasis on using a variety of
strategies for solving these types of problems. For example, using place value, breaking
apart numbers, etc. What if we focused on helping your students use more strategies than
just memorization? If we went in this direction, then we’d be right in line with the unit.
Teacher I guess more strategies would be okay. I just want them to get the correct answer and not
count on their fingers anymore.
Coach I agree that the correct answer is important. How about if we made our goal for student
learning something like, ‘Students will understand a use a variety of strategies to correctly
add and subtract three digit numbers.’ It aligns with the unit and the standards. Would that
goal work for you?
Teacher Sure, as long as I get some ideas for activities too. That’s really where I’m stuck.
Coach Yes, you’ll remember that we have a weekly planning session as part of our coaching cycle.
We’ll do lots of planning together. We can also co-teach some lessons to try out some
different ways to teach the lessons. Sound ok?
Teacher Okay with me.
Stems for Goal Setting
1. What do you hope the students will learn as a result of our partnership?
2. Let’s look at the standards…how might they help us choose a focus?
3. What would you like to see your students doing as (readers, writers, mathematicians, scientists, etc.)?
4. Is there any student work or data that could help us decide on a focus that would make the most
impact on your students?
5. How do you feel about the goal we’ve selected? Does it feel right to you?
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Core Practice #2: 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?
When considering a set of learning targets, we ask ourselves:
Does this set of targets cover all aspects of the goal and accompanying standard(s)?
Does the set of targets represent multiple levels of thinking?
Is there a balance of knowledge and skill in this set of targets?
Core Practice #3: Use student evidence to co-plan instruction
Checklist for Collecting Student Evidence
It doesn’t take 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 with yes/no or true/false
Learning target: I can put my stories on paper in pictures and words.
1. Marco
Wrote a lot of words
2. Julio
Drew pictures
3. Marie
Put name on paper
and then sits and
thinks. Later, begins
to draw
4. Lee
Pictures and
words
5. Geraldo
Detailed drawing
and words to
match
6. Timothy
Jumps right to
drawing a detailed
picture.
7. Sonny
Pictures and words
8. Spencer
His idea- about
falling down a slide.
Writing words and
pictures.
9. Jack
Detailed
drawing, then
went back to
add words.
10. Susanna
Seems stuck. Lots of
erasing. She got
going after a few
minutes and drew
a picture.
11. Marcus
Words and pictures
12. Maggie
Words and
pictures, wrote
across three
pages.
13. Salvador
Wrote words across
the three pages.
14. Julio
Started with a
picture, added
words, went
back to add to
the picture.
15. Jose
Jumps right to
drawing a detailed
picture.
16. Augustino
Amber confers with
him and suggests he
draw himself to get
started. This gets him
going.
17. Dylan
Fully developing
writing with no
picture. Amber
confers and
suggests he draw a
picture to go with
his words.
18. Tika
Draws a bus, gives to
assistant. Assistant
redirects. Draws a
bus on page two.
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Four Square Planner
Whole Group Instruction:
Focus of Instruction:
Students:
Focus of Instruction:
Students:
Focus of Instruction:
Students:
Focus of Instruction:
Students:
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Core Practice #4: Organize coaching through cycles
Coaching Cycles: Approximately 4-6 weeks in duration
A minimum of one weekly planning conversation to look at student work and design upcoming
instruction
One to three times per week for co-teaching in the classroom
Partnership Agreement for a Coaching Cycle
I. What Is Our Focus?
What is our goal for student learning?
What are the learning targets that capture what we want the students to know and be able to do?
II. How Will We Work Together?
There are options for how we can work together in your classroom. Let’s talk through these options
and pick some that feel right to you.
There are also options for how we can collect student evidence when we are working together in
the classroom? How would you like to go about doing this?
III. How Will We Approach Co-Planning?
We will need at least 35-40 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 #5: Co-teach with a focus on effective instructional practices
Options for Coaching While in the Classroom
Coaching Move What It Looks Like
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 co-
planned 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
by the teacher. Micro-modeling may occur during a lesson, conference, small
group, etc.
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Results-Based Coaching Tool
Coach Name:
Teacher Name(s):
Dates of Coaching Cycle: Coaching Focus(Grade/Subject/Content):
Standards-Based Goal
What is the goal for student
learning?
Instructional Practice
What instructional
practices will help
students reach the
goal?
Instructional Coaching
What coaching practices
were implemented during
this coaching cycle?
Teacher Learning
As a result of the coaching,
what instructional
practices are being used
on a consistent basis?
Student Learning
How did student achievement
increase as a result of the
coaching?
Students will…
Standard(s):
Primary Learning Targets:
Baseline Data:
Where are the students now?
Students # %
Proficient
Almost
There
Below
How do we know?
As measured by the following
formative assessment:
Teacher(s) will…
Coach will…
☐Analyze student work
☐Collaborate to set goals
☐Collect student
evidence during the class
period
☐Co-teach
☐Create learning targets
☐Plan collaboratively with
teacher(s)
☐Share learning to build
knowledge of content
and pedagogy
Other:
Teacher is…. In relation to the goal, students
are…
Post Assessment Data:
Where are the students now?
Students # %
Proficient
Almost
There
Below
How do we know?
As measured by the following
formative assessment:
Follow-up plan for students who
did not reach the goal:
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Teacher Reflections Coach Reflections
What worked well for you during our collaboration and coaching work?
What worked well for you during our collaboration and coaching
work?
How do you feel our collaboration positively impacted the students?
How do you feel our collaboration positively impacted the students?
What were any challenges or missed opportunities during our work together?
What were any challenges or missed opportunities during our work
together?
Next steps in my teaching:
Next steps in my coaching:
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Core Practice #7: Partner with the school leader
Roles
School Leadership Coach
Sets high expectations for teacher and student
learning.
Provides support to teachers so they can meet
the expectations that have been established
by the school leadership.
Holds teachers accountable for meeting the
needs of the students.
Organizes coaching so that it aligns with the
accountability measures that are in place.
Establishes a vision and sets priorities for how to
move student learning forward.
Prioritizes work that has the most potential to
impact student learning.
Makes strategic use of the coach to move
teacher learning forward.
Articulates his/her role as a coach and
engages teachers in the coaching process.
Leads the decision making about the scope
and breadth of the content that is taught.
Helps teachers design instruction that aligns
with expectations about the content that is
taught.
Knows what high quality instruction looks like
and sets the expectation that this is the norm
throughout the school.
Skillfully supports teachers to implement high
quality instruction.
Is aware of situations when students are
underperforming and works to address the
issue.
Works with teachers across all levels of
performance.
Leads data-driven conversations with teachers
and the coach.
Participates in data-driven conversations with
teachers and the principal.
Spends time in classrooms and provides
teachers with feedback as a result of the
observations.
Spends time in classrooms to support the
delivery of effective instruction.
Creates the structure and time for teachers to
collaborate with each other and the coach.
Designs and facilitates collaboration among
teachers.
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PRINCIPAL AND COACH AGREEMENT
Principal:
Coach
Date:
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?
Principal Coach
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Coaching Beliefs
Julie’s Top 5 Beliefs about Coaching and Instructional Leadership
Whoever is doing the reading, writing, talking, thinking, creating…is doing the learning!
Choice matters ~ when learners have a choice…motivation and engagement go through the roof!
Plus, everyone wants a say in what they are learning about.
Providing larger chunks of time for learning to be messy…coupled with a real audience/real world
purpose for learning…yields fabulous results.
Relationships matter!
Time, compassion, my calendar, passion for learning, and appreciation for differences in learning
styles, remain…across the years…as my “best friends” in pulling off the work in schools today.
B.W.’s Top 5 Beliefs about Coaching 1. Coaches must establish meaningful relationships with teachers, administrators, and students.
2. Coaches should be the anchor for helping teachers facilitate growth with students.
3. When working with a teacher, student work must dictate the work being done.
4. Coaches must be trustworthy and reliable.
5. Coaches must be willing to model. A coach cannot just tell teachers what to do. We must be willing
to show them what the instruction should look like.
6. Effective coaches communicate with administrators on a regular basis.
7. Coaches must be lifelong learners by taking courses, attending workshops and seminars, reading
professional books and articles, and talking to other coaches.
M.M.’s Top 5 Beliefs about Coaching Relationships are critical to coaching - relationships with teachers, administrators, coaching
colleagues, students.
Functional teams are the keys to success.
Coaching is for everyone - even the coaches.
It's all about learning together. Coaching requires a growth mindset.
What are your top beliefs about coaching / instructional leadership and how do they ‘show up’ in your
practice?
Beliefs
I believe…
Practices
So I will…
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End of the Day Reflection
Rate yourself using the following scale. Then discuss with a partner.
1 5 10
Low Medium High
I understand the purpose behind each of the core practices for student-
centered coaching.
I can use the core practices (or lead others to use them). I have developed new strategies for engaging in authentic dialogue
and discourse.
I have learned new ways to organize myself as a coach (or lead others
to do so).
I have a clear vision for how to measure my impact on student and
teacher learning.
DAY 2: Dialogue and Discourse
Markers of True Dialogue – What does it look like/sound/feel like?
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Seven Norms for Collaborative Work
1. Pausing
Pausing before responding or asking a question allows time for thinking and enhances dialogue, discussion,
and decision-making.
2. Paraphrasing
Using a paraphrase starter that is comfortable for you – “So…” or “As you are…” or “You’re thinking…” – and
following the starter with an efficient paraphrase assists members of the group in hearing and understanding
one another as they converse and make decisions.
3. Posing Questions
Two intentions of posing questions are to explore and to specify thinking. Questions may be posed to explore
perceptions, assumptions, and interpretations, and to invite others to inquire into their thinking. For example,
“What might be some conjectures you are exploring?” Use focusing questions such as, “Which students,
specifically?” or “What might be an example of that?” to increase the clarity and precision of group
members’ thinking. Inquire into others’ ideas before advocating one’s own.
4. Putting Ideas on the Table
Ideas are the heart of meaningful dialogue and discussion. Label the intention of your comments. For
example: “Here is one idea…” or “One thought I have is…” or “Here is a possible approach…” or “Another
consideration might be…”.
5. Providing Data
Providing data, both qualitative and quantitative, in a variety of forms supports group members in
constructing shared understanding from their work. Data have no meaning beyond that which we make of
them; shared meaning develops from collaboratively exploring, analyzing, and interpreting data.
6. Paying Attention to Self and Others
Meaningful dialogue and discussion are facilitated when each group member is conscious of self and of
others, and is aware of what (s)he is saying and how it is said as well as how others are responding. This
includes paying attention to learning styles when planning, facilitating, and participating in group meetings
and conversations.
7. Presuming Positive Intentions
Assuming that others’ intentions are positive promotes and facilitates meaningful dialogue and discussion,
and prevents unintentional put-downs. Using positive intentions in speech is one manifestation of this norm.
Center for Adaptive Schools www.adaptiveschools.com
STRATEGIES FOR QUESTIONING AND DIALOGUE
Principles:
We are more effective coaches when we are hyper aware of what turns on our judging brain.
Our goal is to think with teachers, not for them.
1. List 3-5 of your triggers.
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2. Think of a recent time when you encountered a trigger in your coaching.
3. Choose one trigger and practice the following steps: 1) Dig deeper, 2) Build on What’s There, 3) Create a Plan
Try It On: Dialogue and Discourse
1. Form a triad and identify the following roles: Teacher, Coach, Observer
2. Teacher identifies a challenge, dilemma, or goal for students.
3. Teacher and coach engage in open-ended discourse to practice dialogue and discourse.
4. An observer records the language used during each conversation. Then we share as a group.
Challenge, dilemma, or goal for students:
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Language Used:
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