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Coaching Data Teams

Coaching Data Teams. DEVELOPED BY JANE COOK LITERACY & TECHNOLOGY COACH, EASTCONN jcook@eastconn.org & BETH MCCAFFERY SCHOOL IMPROVEMENT COORDINATOR, LEARN bmccaffery@learn.k12.ct.us Revised 8/18/10. Purpose of Training.

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Coaching Data Teams

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  1. Coaching Data Teams DEVELOPED BY JANE COOK LITERACY & TECHNOLOGY COACH, EASTCONN jcook@eastconn.org & BETH MCCAFFERY SCHOOL IMPROVEMENT COORDINATOR, LEARN bmccaffery@learn.k12.ct.us Revised 8/18/10

  2. Purpose of Training • To highlight characteristics of high quality coaching practices and review the roles of a Data Coach • To examine the coaching process and learn tools to use as a Data Coach to improve Data-Driven Decision Making (DDDM) • To develop an action plan for implementing data coaching practices to support DDDM

  3. Objectives for Learners Participants will: • Examine the research on coaching that supports Data-Driven Decision Making and Data Teams. • Identify what an effective Data Coach needs to know and be able to do. • Observe and apply coaching behaviors that influence best practices and result in high student achievement. and evaluate when each tool may be most appropriate.

  4. Norms for Collaboration

  5. Essential Questions • What does the research say an effective Data Coach needs to know and be able to do? • What tools can Data Coaches employ to help educators use data to inform curriculum, instruction and assessment?

  6. Tools for Coaching Data Teams:Affinity Data • Spatial and interactive • Allow for quick and easy data collection • Ensures that everyone’s ideas are heard • Gives all ideas equal weight • Encourages looking from other people’s perspectives • Helps group to identify natural connections among ideas

  7. Affinity Diagram: Characteristics of an effective Data Coach Directions (See pp. 3-6 in your handout): • Individually write 5 characteristics that an effective coach should possess on the post it notes provided.

  8. Affinity Diagram: Characteristics of an effective Data Coach (continued) Directions (See pp. 3-6 in your handout): • At your table, share your responses and eliminate any that are exact duplicates. • Have one member of your group place your group’s large post it note responses on the chart paper posted around the room.

  9. Affinity Diagram: Characteristics of an effective Data Coach (continued) Directions (See pp. 3-6 in your handout): • When directed, go to the chart paper and organize the post it notes into logical groupings, building an Affinity Diagram. • When asked, suggest a logical header for each group. The trainer will write a header card based on the group’s suggestions. • Summarize the results gathered by the coaches and debrief the activity by asking: How might an affinity diagram be useful in your work with Data Teams?

  10. Reflect and Write *** • Consider the most important characteristics of Affinity Diagrams • Reflect and write how and when you might use an Affinity Diagram in your work

  11. Tools for Coaching Data Teams:Jigsaw • Cooperative learning strategy with a 30 year track record that serves as a catalyst for discourse • Time effective strategy which allows all to the learn the content by splitting up the work (Many hands make light work) • Participants become experts on one piece of the content and share their expertise with a home group • Each person is a critical member in the learning

  12. Data Coaches Jigsaw Activity Directions: • Count off by 4’s and get into your Expert Group by number. • Read the following sections in the chapter on pp. 9-11 in your handout: • The 1’s will read the Introduction section. • The 2’s will read the Knowledge and Skills section. • The 3’s will read the Challenges section • The 4’s will read the Snapshot of a Coach as a Data Coach section • In your group, develop a method and materials to teach your Home Group about your section. You’ll have 2.5 minutes to teach your section.

  13. Data Coaches Jigsaw Activity (continued) Directions: • Return to your Home Group. • Refer to p. 8 in your handout and assign roles for your Home Group. • Teach your section to your Home Group. You’ll have 2.5 minutes to teach your section. • Each group will report out the insights from their learning in 1 minute or less.

  14. What does the research say? Characteristics of Effective CoachesAccording to NSDC • Beliefs • Teaching expertise • Coaching skills • Relationship skills • Content expertise • Leadership skills See page 7 in handout

  15. The Roles of the Data Coach Source: The Data Coach’s Guide to Improving Learning for All Students by Nancy Love, et al, Corwin Press, 2008

  16. What does the research say? The Roles of the Data Coach According to Nancy Love, et al The Data Coach is a: • Role model of a “data literate” mindset • Developer of “Data Literacy” skills in others • Facilitator • Leader for sustainability Source: The Data Coach’s Guide to Improving Learning for All Students by Nancy Love, et al, Corwin Press, 2008

  17. What are the Big Ideas related to Essential Question 1 -What does the research say an effective Data Coach needs to know and be able to do? Essential Question 1 Closure

  18. Reflect and Write • Consider the knowledge, skills, roles and responsibilities that coaches have. • Reflect and write • At least one aspect of the work of coaches in the left-hand column • What you need or want to work on related to this aspect of your coaching work

  19. Building Data Literacy The Four Phases of the Data-Driven Dialogue: • Predict • Go visual • Observe • Infer/Question Source: The Data Coach’s Guide to Improving Learning for All Students by Nancy Love, et al, Corwin Press, 2008

  20. Tools for Coaching Data Teams:Consensogram Directions: • Review background information on Consensograms on p. 13 in your handout. • Look at p. 14 and respond to each question on a small post it note (one note per question). • Place your post it notes on the chart paper.

  21. Deconstructing the Task A Looking at Student Work Protocol from Nancy Love Task: Draw a parallelogram. Explain in writing why the shape you drew is a parallelogram.

  22. Facilitating: Coaches as Questioners • How can my use of questions probe others’ thinking? • How do I pose questions that promote reflection? • What are some examples of Data Team Leader questions? • How can these questions be adapted for use by Data Coaches?

  23. Add Vicki’s Multiple Measures Diagrams & Questions

  24. Sustainability • Collaborative inquiry • Professional development • Change theory • School culture • Vision • Systems thinking Source: The Data Coach’s Guide to Improving Learning for All Students by Nancy Love, et al, Corwin Press, 2008

  25. Essential Question 2 Closure: What are the Big Ideas related to what the research is that supports data coaching?

  26. Scenarios

  27. Looking at Student Work: Collaborative Assessment

  28. Reflecting on Coaching • As an individual, review the quotes on p. 16 in your handout. • Put an asterisk in front of the one or two that most intrigue you. Spend three minutes writing about why those quotes resonate for you and how they apply to coaching. • Form a triad and use the Microlabs Protocol to discuss these quotes. See Activity Questions at the bottom of p. 17 in your handout.

  29. Coaches Help Mine the Data *** Substitute Wheatley article??? • Creating safe environments • Accessing and organizing data • Analyzing and interpreting • Sustaining Professional Learning Communities

  30. Steps for Coaching Data Teams • Build relationships • Help teams request your services with an identified need or area of concern. • Observation of Data Team • Feedback • Reflection

  31. Action Planning for Data Coaches • Review pp. 25-26 in your handout

  32. Resources • Exploring http://calicoaches.wikispaces.com • Text-based resources: See Bibliography on p. 27 in your handout.

  33. Essential Questions • What does the research say an effective Data Coach needs to know and be able to do? • What tools can Data Coaches employ to help educators use data to inform curriculum, instruction and assessment?

  34. Your Feedback • Please take the time to complete the feedback form provided. • Make sure you have signed the CALI sign- in sheet before you leave (if you have not done so already).

  35. Tools for Coaching Data Teams: Concerns-Based Adoption Model IMPACT TASK SELF Source: Taking Charge of Change by Shirley M. Hord, William L. Rutherford, Leslie Huling-Austin, and Gene E. Hall, 1987

  36. Mentoring & Coaching Support: The Bridge to Adoption • The left side of the bridge focuses on Self concerns which are addressed through training. • Mentoring and coaching support in a positive, safe environment address the Task concerns. • Only then can people cross the bridge to focus on Impact concerns and fully implement the Adoption of the change. Source: Barry Sweeney, International Mentoring Association http://www.mentoring-association.org/membersonly/CBAM.html

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