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Student-Centered Coaching: The Power of In-the-Moment Coaching Practices

Student-Centered Coaching: The Power of In-the-Moment Coaching Practices . “You don’t just walk into someone’s house and immediately begin moving around the furniture.” Carol Secondary Instructional Coach.

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Student-Centered Coaching: The Power of In-the-Moment Coaching Practices

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  1. Student-Centered Coaching: The Power of In-the-Moment Coaching Practices

  2. “You don’t just walk into someone’s house and immediately begin moving around the furniture.”CarolSecondary Instructional Coach

  3. How can coaching be student-centered while utilizing the knowledge and expertise of teachers?

  4. Welcome • Session 1: Student-Centered Coaching: Identifying Student Learning Needs and Potential Interventions • Session 2: Student-Centered Coaching: Identifying Coaching Tensions and Potential Practices • Session 3: Student-Centered Coaching: Planning In-The-Moment Practices

  5. Purpose of Coaching Strand • Participants will be able to… • Identify characteristics of student-centered coaching. • Identify meta-planning teaching practices in order to ameliorate student bottlenecks within NY 9-12 curriculum modules. • Identify meta-planning coaching practices in order to support the learning of teachers and adolescents during coaching cycles. • Design a coaching cycle to support adolescent learning in NY 9-12 curriculum modules.

  6. Materials in this Strand • 9.4. Module Overview • “Coaching Heavy/Coaching Light Reprised” (Killion, 2010) • “Learning-Focused Consultation” (Lipton & Wellman, 2010) • Five Collaborative Transcripts (Classroom Teaching, Debriefing, & Coach Reflections) • Coaching Cycle Template

  7. Session 1 Student-Centered Coaching: Identifying Student Learning Needs and Potential Interventions

  8. Session 1: Identifying Student Learning Needs & Potential Interventions • Part 1: Identifying Characteristics of Student-Centered Instructional Coaching • Part 2: Identify the Learning Needs Of Ani Rosario’s Students During Module 9.4’s Performance Assessment

  9. (Wilder, 2014) Student Centered Coaching

  10. Try This: A Heavy Coaching Intention Task #1: • Read “Heavy Coaching” (Killion, 2010) independently. • Annotate the differences between “heavy coaching” and “light coaching.” • Discuss the differences with a partner. Time: 15 minutes 10

  11. Try This: A Heavy Coaching Intention • What differences do we see between Coaching Heavy and Coaching Light? • When might Coaching Light practices be warranted? • To what extent does Coaching Heavy exist in your school context? • What are the barriers to Coaching Heavy? Time: 10 minutes 11

  12. Student Centered Coaching: Our Intention Matters • No set of coaching practices define “heavy coaching” and no coaching model is purely heavy. • “Identifying coaching light (or heavy) is not easy since the key factor is the coach’s intentions and results” (Killion, 2008, p. 23.)

  13. Student Centered Coaching: Coaching as Negotiation • What knowledge did Carol and Sam negotiate? (Wilder, 2014) 13

  14. Session 1: Identifying Student Learning Needs & Potential Interventions • Part 1: Identifying Characteristics of Student-Centered Instructional Coaching • Part 2: Identify The Learning Needs Of Ani Rosario’s Students During Module 9.4’s Performance Assessment

  15. Steps in Planning With an Existing Curriculum * Optional depending on context. 15

  16. “Bottlenecks” • Points where the learning of a significant number of students is interrupted (Anderson, 1996). • The predictably complex phases of writing can be impediments to developing the desired close reading and argumentative writing skills. • Can be seen as cognitive, affective, or motivational “obstacles” (Pace & Middendorf, 1994). • Underscores the necessity of ongoing and authentic formative assessment. 16

  17. Analyze the Module 9.4 Learning Demands • Task #2: After reading the Module 9.4 Overview, annotate the Module 9.4 Assessed Learning Standards and the End-of-Unit Performance Assessment. • What writing and reading standards are addressed in the 9.4 Performance Assessment? • What potential student bottlenecks could occur? • What criteria for success might you use to evaluate student understanding in the End of Unit Performance Assessment? Time: 10 minutes 17

  18. Meet Ani Rosario • 3rd Year English teacher at Dansville High School • Teaches both 9th grade Honors English and 9th grade Regular • English courses • Piloted ten lessons of Module 9.4 during April-May • Used Lessons: (1, 2, 3, 4, 8, 9, 10,12, 13, 14) leading to • Mid-Unit Assessment • Had previously taught the Odell Close Reading Unit • with these same students • Has met with fellow English teaching colleagues (cross district) • since September to unpack modules • Dansville High School: 575 students, rural, 65% low income • 83% of students at/above a “3” on State English Accountability 18

  19. Analyze Student Quick Writes • Task #3: You have been provided with a quick write from each of Ani’s students. Students were asked to identify any existing struggle they encountered in the End of Unit Performance Task. At your table, sort the quick write responses into thematic piles and discuss the following: • What bottle necks are mentioned by students? • What themes do you see amongst the student responses? • What reading and/or writing standards are students self-identifying as challenging? Time: 20 minutes 19

  20. Discussion of Student Quick Writes • What bottle necks are mentioned by students? • What reading and/or writing standards are students self-identifying as challenging? • What themes do you see amongst the student responses? 20

  21. Self-Identified Student Writing Needs Ani and Phil’s Analysis of Student Quick Writes 21

  22. Self-Identified Student Writing Needs Which CCSS writing standards were students struggling with? 22

  23. Are Student Self-Identified Writing Struggles Valid? • Task #4: You have been provided with four drafts of student performance assessments. Using W.9-10.1A-1E, select one student’s work to annotate. At your table, discuss the following: • What bottlenecks do you see in each draft? • What reading and/or writing standards appear to be challenging? • What themes do you see amongst the student drafts? • What possible instructional responses might be appropriate? Time: 25 minutes 23

  24. Discussion of Student Drafts • What bottlenecks appeared? • What reading and/or writing standards appeared to be most challenging to these students? • What possible instructional responses might be appropriate? 24

  25. In-The-Moment Teaching: Possible Instructional Responses • Follow Up With Individual Students • Focused Mini-Lessons (5 min or less) • Flexibly Grouped Peer Editing • Analysis of Sample Student Essay • Short Video Discussing Author’s Craft Topic • Shared Writing 25

  26. Collaborative Analysis of Student Bottlenecks • Task #5: You have been provided a transcript of the first day’s debriefing between Ani and Phil. Annotate the transcript with the following questions in mind: • What bottlenecks does Ani see in the student quick writes and/or student drafts? • What bottlenecks does Phil see in the student quick writes and/or student drafts? • What “in the moment” instructional responses are discussed? Time: 20 minutes 26

  27. Thursday’s Instructional Responses • Thursday’s Lesson Plan: • Explanation of Instructional Responses • (5 min-Ani) • Turn & Talk Grouping (10 min-Ani) • Assigned ½ students based on quick write response • “Evidence” Mini-Lesson (5 min-Phil) • Individual Writing (25 min-Ani/Phil) • Feedback & Closure (5 min-Ani) 27

  28. Q & A

  29. Pulse Check Please go to https://www.engageny.org/resource/network-team-institute-materials-july-7-11-2014 and fill out the Plus/Delta for today’s sessions. Thank You!

  30. How can coaching be student-centered while utilizing the knowledge and expertise of teachers?

  31. You Are Here

  32. Session 2 Student-Centered Coaching: Identifying Coaching Tensions and Potential Practices

  33. Purpose of Coaching Session • Participants will be able to… • Identify differences in three coaching stances. • Identify potential coaching tensions in a collaboration. • Analyze the “in-the-moment” coaching practices used by Phil

  34. Session 1: Identifying Student Learning Needs & Potential Interventions • Part 1: Identify potential coaching tensions in a collaboration. • Part 2: Identify differences in three coaching stances. • Part 3: Analyze the “in the moment” coaching practices used by Phil

  35. Student Centered Coaching: Coaching as Negotiating • Every teaching context includes varying beliefs about students, the discipline, pedagogy and norms of practice. Collaborative Context Teaching Context • Every collaborative context negotiates knowledge, beliefs, and practice. (Wilder, 2014)

  36. Coaching Tensions • Grounded in conflicting beliefs about pedagogy, disciplinary subject matter, students, and culture in the classroom. • Influenced by perceptions of how the other person might receive your beliefs and collaborative suggestions. • Influenced by the “politics” of the classroom and the school as it pertains to the purpose, role, and expectations for coaching in the building. (Wilder, 2014)

  37. Try This: Identifying Coaching Tensions Task #1: • Read my “Reflective Journal #1” and “Reflective Journal #2” from Wednesday after visiting Ani’s class, debriefing with her, and leaving her school. Annotate the transcript for potential coaching tensions needing to be ameliorated. • At your table, discuss the coaching tensions and identify “in-the-moment” coaching practices you might use in this situation. Time: 15 minutes

  38. Day 1 Coaching Tensions • What observations did I have about student learning at this point in Module 9.4? • What coaching tensions did I identify after the first day? • What are possible coaching “in the moment” practices I might employ during class tomorrow? Time: 10 minutes

  39. Session 1: Identifying Student Learning Needs & Potential Interventions • Part 1: Identify potential coaching tensions in a collaboration. • Part 2: Identify differences in three coaching stances. • Part 3: Analyze the “in the moment” coaching practices used by Phil

  40. (Wilder, 2014) Student Centered Coaching

  41. Coaching Stance • From a socio-linguistic perspective, Du’Bois (2007) describes “stance-taking” as a dialogic and evaluative act done by social actors based on objects/values in a sociocultural field. • Coaching stances have been described as: • Responsive (Borman & Feger, 2006; Costa & Garmston, 2002) • Directive (Deussen et al., 2007; Steiner & Kowal, 2007) • Balanced within individual collaborative events (Ippolito, 2010) • On a continuum ranging from Consulting, Collaborating to Coaching depending on how information emerges and who identifies needs (Lipton & Wellman, 2010)

  42. A Continuum of Learner-Focused Interaction (Lipton & Wellman, 2010) • Growth agents vary three stances to “develop their colleagues’ capacities to reflect upon practice, generate ideas, and increase professional self-awareness” (p. 2). • Skillful growth agents adeptly vacillate between stances according to the learning needs of your colleagues. • Stances vary according to who provides the information and analysis of needs related to the issue. • Trust, Rapport, Commonly Defined Goals, and Clarity of Outcomes are critical to successful leadership capacity (p.1). 42

  43. Try This: A Learner-Focused Consultation Task #2: • Read “A Learner-Focused Consultation” (Lipton & Wellman, 2010) independently. • Annotate the differences between “coaching,” “collaborating,” and “consulting.” • Discuss the differences with your table partners. Time: 15 minutes 43

  44. Try This: A Learner-Focused Consultation • What differences do we see between the three stances? • When might it be appropriate to use each stance? • To what extent do you currently use each stance and under what circumstances? • What might be potential risks for using one specific stance too often? Time: 10 minutes 44

  45. A Continuum of Learner-Focused Interaction (Lipton & Wellman, 2010) • Coach (Reflective Mirror) • The goal is to develop the thinking, problem-solving, and reflection of your colleague by addressing his/her underlying thinking/assumptions. • Draws from the work of Cognitive Coaching (Costa & Garmonston, 2002). • “It sounds like you are saying…” • “How else might you account for…” • “What did you notice about…” 45

  46. A Continuum of Learner-Focused Interaction (Lipton & Wellman, 2010) • Collaborate (Equal Participator) • The goal is to share in the analysis, problem-solving, decision-making and reflection about the problem/issue. • Each person takes turns listening, sharing expertise/experiences, suggesting solutions, questioning, etc. • Use of inclusive pronouns (us, we, our, we’re,etc.) • “So, I’m wondering if we could…” • “Our options appear to be…” • “One thing we might want to consider is…” 46

  47. A Continuum of Learner-Focused Interaction (Lipton & Wellman, 2010) • Consult (Provider of Information) • The goal is to share vital information about a) policies/procedures, learning and learners, curriculum and content/standards, and b) personal effective practices/habits of mind. • The growth agent enters the consulting stance when a colleague asks for expertise/experiences/perspectives and after identifying colleague needs. • Focus on the “Why” aligned with how he/she has approached challenges • “One thing I tried to remember was to…” • “I found myself most focused on…” 47

  48. Coaching to Build Leadership Capacity in Schools (Lambert, 2000) • “Leadership involves opportunities (for all stake-holders) to surface and mediate perceptions, values, beliefs, information, and assumptions through continuing conversations; to inquire about and generate ideas together; to seek to reflect upon and make sense of work in the light of shared beliefs and new information; and to make decisions and create actions that grow out of these understandings” (p. 1). • How might discourse with teachers provide these opportunities? 48

  49. A Continuum of Learner-Focused Interaction (Lipton & Wellman, 2010) • Task: As you participate in debriefing each presentation, try to: • Begin in a coaching stance with reflective questions for the speaker. • Use collaborative sentence starters to acknowledge the expertise of others and to open spaces for shared participation, reflection, and problem-solving. • When using a consulting stance, resist the urge to tell others how to solve a problem. 49

  50. Session 1: Identifying Student Learning Needs & Potential Interventions • Part 1: Identify potential coaching tensions in a collaboration. • Part 2: Identify differences in three coaching stances. • Part 3: Analyze the “in the moment” coaching practices used by Phil

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