Coaching Data Teams

DEVELOPED BYJANE COOK

LITERACY & TECHNOLOGY COACH, EASTCONN

jcook@eastconn.org &BETH MCCAFFERY

SCHOOL IMPROVEMENT COORDINATOR, LEARN

bmccaffery@learn.k12.ct.usRevised 8/18/10

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 develop an action plan for implementing data coaching practices to support DDDM

Objectives for LearnersParticipants 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.

Norms for Collaboration

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?

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. 3-6 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. 3-6 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.

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?

Reflect and Write ***

Consider the most important characteristics of Affinity DiagramsReflect and write how and when you might use an Affinity Diagram in your work

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. 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.

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. 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.

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?

Add Vicki’s Multiple Measures Diagrams & Questions

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

Essential Question 2 Closure:

What are the Big Ideas related to what the research is that supports data coaching?

Scenarios

Looking at Student Work: Collaborative Assessment

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.

Coaches Help Mine the Data *** Substitute Wheatley article???

Creating safe environments Accessing and organizing data Analyzing and interpreting Sustaining Professional Learning Communities

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

Action Planning for Data Coaches

Review pp. 25-26 in your handout

Resources

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

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?

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).

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