Coaching Data Teams

DEVELOPED BYJANE COOK

LITERACY & TECHNOLOGY COACH, EASTCONN

jcook@eastconn.org &BETH MCCAFFERY

SCHOOL IMPROVEMENT COORDINATOR, LEARN

bmccaffery@learn.k12.ct.usRevised 10/14/10

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 provide opportunities to apply coaching practices

Objectives for LearnersParticipants will:

Examine the research on coaching that supports DDDM. Identify the roles and responsibilities of a coach and effective models for coaching.Observe and apply coaching behaviors that influence best practices and result in high student achievement.

Connecticut Accountability for Learning Initiative (CALI)

SRBI Framework for Student Achievement

Inst

ructi

on

Assessment

Stra

tegi

c D

ecis

ion-

Mak

ing

5

Essential Questions1. What does the research say an

effective Data Coach needs to know and be able to do?

2. What tools can Data Coaches employ to help educators use data to inform curriculum, instruction and assessment?

Norms for Collaboration1. Pausing 2. Paraphrasing3. Probing for specificity4. Putting ideas on the table and pulling

them off5. Paying attention to self and others6. Presuming positive intentions7. Pursuing a balance between advocacy

and inquirySource: Center for Adaptive Schools, http://csi.boisestate.edu/Improvement/7%20Norms.pdf These norms have been updated in The Data Coach’s Guide to Improving Learning for All Students by Nancy Love, 2008

Tools for Coaching Data Teams:Affinity DataSpatial and interactiveAllow for quick and easy data collectionEnsures that everyone’s ideas are heardGives all ideas equal weightEncourages looking from other people’s perspectivesHelps group to identify natural connections among ideas

Affinity Diagram: Characteristics of an effective Data CoachDirections (See pp. 3-5 in your

handout): Individually write 5 characteristics that an effective coach should possess on the post it notes provided.

Affinity Diagram: Characteristics of an effective Data Coach (continued)Directions (See pp. 3-5 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.

Affinity Diagram: Characteristics of an effective Data Coach (continued)Directions (See pp. 3-5 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. Reflect and Write: Using the modified T-chart on p. 5 in the handout, list Characteristics of Affinity Diagrams and respond to the following questions:– How can I use Affinity Diagrams?– When can I use Affinity Diagrams?

Reflect and Write

Consider the most important characteristics of Affinity Diagrams. List them on your T-chart on p. 5.Reflect and Write: Respond to the following questions on your T-chart on p. 5:– How can I use Affinity Diagrams? – When can I use an Affinity Diagram in

my work as a Data Coach?

Tools for Coaching Data Teams:JigsawCooperative learning strategy with a 30 year track record that serves as a catalyst for discourseTime 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 groupEach person is a critical member in the learning

Data Coaches Jigsaw ActivityDirections:

Count off by 4’s and get into your Expert Group by number.Read the following sections in the chapter on pp. 8-10 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.

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.

What does the research say?Characteristics of Effective Coaches

According to NSDC

BeliefsTeaching expertiseCoaching skillsRelationship skillsContent expertiseLeadership skills

See page 7 in handout

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

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

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

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

Building Data Literacy

The Four Phases of the Data-Driven Dialogue:

1. Predict2. Go visual 3. Observe4. Infer/Question

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

Tools for Coaching Data Teams:ConsensogramDirections:

Review background information on Consensograms on p. 14 in your handout. Look at p. 15 and respond to each question on a small post it note (one note per question). Place your post it notes on the chart paper.

Tools for Coaching Data Teams:Task Deconstruction ProtocolShare task (assessment item) with teachers.

 Direct teachers to complete the task.Brainstorm with teachers the concepts and skills students must know and be able to do in order to successfully / accurately complete the task.Complete the task deconstruction matrix.Examine student work for evidence of knowledge and skills in the work presented.Identify patterns or areas of concern presented in the data resulting from analysis of student work.

Student Know Know Know Know Know Do Do Do Do Do

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.

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?

Multiple Measures of Data

Area of FocusArea of Focus Stages of Stages of ConcernConcern

Expressions of ConcernExpressions of Concern

Stage 6: Stage 6: RefocusingRefocusing

I have some ideas about something I have some ideas about something that would work even better.that would work even better.

Stage 5: Stage 5: CollaborationCollaboration

I am concerned about relating what I I am concerned about relating what I am doing with what my co-workers am doing with what my co-workers are doing.are doing.

Stage 4: Stage 4: ConsequenceConsequence

How is my use affecting clients?How is my use affecting clients?

Stage 3: Stage 3: ManagementManagement

I seem to be spending all of my time I seem to be spending all of my time getting materials ready.getting materials ready.

Stage 2: Stage 2: PersonalPersonal

How will using it affect me?How will using it affect me?

Stage 1: Stage 1: InformationalInformational

I would like to know more about it.I would like to know more about it.

Stage 0: Stage 0: AwarenessAwareness

I am not concerned about it.I am not concerned about it.

IMPA

CT

TASK

SEL

F

Tools for Coaching Data Teams: Concerns-Based Adoption Model

Source: Taking Charge of Change by Shirley M. Hord, William L. Rutherford, Leslie Huling-Austin, and Gene E. Hall, 1987

Mentoring & Coaching Support: The Bridge to AdoptionThe 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 Associationhttp://www.mentoring-association.org/membersonly/CBAM.html

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

Data Coach Scenarios

Scenario AScenario BScenario CScenario D

Tools for Coaching Data Teams: Collaborative Assessment Looking at Student Work Protocol1. Getting Started2. Describing the Work3. Asking Questions About the Work4. Speculating About What the Student Is

Working On5. Hearing from the Presenting Teacher6. Discussing Implications for Teaching and

Learning7. Reflecting on the Collaborative Assessment

Conference8. Thanks to the Presenting Teacher

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

Technology Tools & Resources to Support Coaching Data Teams

Exploring http://calicoaches.wikispaces.com and other Web-based resourcesExcel Templates– NSDC Coach Interaction Spreadsheet– CBAM Spreadsheet – Stoplight Highlighting of CMT or CAPT Data

Text-based resources - Bibliography on p. 48 in your handout

Essential Question 2 Closure:

What tools can Data Coaches employ to help educators use data to inform curriculum, instruction and assessment?

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).