Posted: Thu, 09/13/2018 - 10:02am Updated: Fri, 11/09/2018 - 1:34pm

Results-Based Coaching Tool

 

Background on this Tool

Diane Sweeney Consulting developed this tool to support the implementation of student-centered coaching in K-12 schools. Student-centered coaching is designed to delivery instructional coaching that puts the needs of students’ front-and-center. By focusing coaching on goals for student learning, an instructional coach can directly impact instructional practice and student achievement.

 

Guidance on How to Leverage this Tool

The results-based coaching tool is generated as a result of a goal that begins a coaching cycle. This goal is related to student achievement and centers around the question, “What will students know and be able to do as a result of the relationship between the coach and the teacher?” In this sense, the goal is the key driver of the tool. The tool then takes teachers and coaches through five phases of a coaching cycle based on the goal related to student performance including; a focus for teacher learning, student-centered coaching, teacher learning, student learning, and reflection of the coaching cycle. The tool itself is intended to organize the coaching cycle around a process that focuses on student learning.

 

Getting Started with the Results-Based Coaching Tool

Instructional coaches can use this tool to organize their coaching cycle in service of improving student growth and achievement.

 

Using this tool, coaches begin by collaborating with a teacher to identify a performance goal for students and collect baseline student data. For example, a collection of student expository writing could be collected and analyzed in order to identify baseline data for instruction. Informed by the baseline data, the coach and teacher collaboratively develop learning targets to break down the initially identified goal into clear and measurable chunks. These learning targets should be written in the form of “I Can” statements that include a measure of student proficiency.

Once an overall goal, baseline data, and student learning targets have been established, coaches and teachers move to the instructional practices column in order to answer the question, “What should our instruction look like according to this baseline data?” It is important to note that the instructional practices should be completed gradually as co-planning occurs during the coaching cycle.

The next column asks coaches and teachers to identify the type of coaching supports deployed during the coaching cycle. This identification helps ensure that best practices for adult learning and collaboration are utilized during the coaching cycle, and helps determine the most effective ways to strengthen each teacher/coach relationship.

In the fourth column, the teacher and coach work together to identify which of the teacher's instructional practices are creating the most student engagement. 

Toward the end of the coaching cycle, student achievement is assessed again using a performance-based measure similar to the one used to collect baseline data. Using the previous example, another piece of expository writing could be collected and analyzed in order to determine student growth based on this comparative data.

The last section of the tool is an area of reflection for both the coach and the teacher over the coaching cycle and relationship. This section serves as a formative evaluation tool in order to modify future practices for an effective student-centered coaching cycle.

Reference
Diane Sweeney Consulting. For more information, visit this webpage.