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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
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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 Partnering with teachers to close the gap between where the students are and where they need to be
Student-Centered Coaching is not about… Fixing teachers Targeting failing teachers Separating instruction from student learning Hoping and praying that coaching makes an impact on student learning
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
A Comparison Of… • Student-Centered Coaching • Teacher-Centered Coaching • Relationship-Driven Coaching Refer to page 1 in your handouts
Core Practices for Student-Centered Coaching • set a standards-based goal for student learning • create a set of learning targets that are based on the standard • use student evidence to plan differentiated instruction with teachers • co-teach using effective teaching practices • document student and teacher learning across a coaching cycle • schedule coaching based on 4-6 week coaching cycles • work in partnership with the school leadership
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
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)
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 criteriaare a collection of ‘I can statements’/learning targets and are created to provide students the opportunity to self evaluate and receive feedback.
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.
Time in the classroom is spent collecting student evidence using thefollowing 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.
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 don’t feel like being a part of the classroom community.
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
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@example.com. Tweet me: @SweeneyDiane
Learn more about Visible Learningplusat www.corwin.com/visiblelearning