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Over the past few years, we have done a ton of work at Centennial School District around instructional equity, led by my colleague Shawanna Coles and the Equity and Excellence team. During our equity review process, and the dialogue that followed, I constantly went back to the same book, again and again, to focus on the more practical aspects of leading and coaching for instructional equity.

That's why I was so excited to share a conversation on this recent podcast episode with Zaretta Hammond. She is the author of Culture Responsive Teaching and the Brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. She's a former classroom English teacher, and she's been doing instructional design, school coaching, professional development for the past 18 years. She's been on the national education reform organizations, National Equity Project, the former Bay Area School Reform Collaborative, and she does work every single day around the idea of practice, specifically in culturally responsive teaching and instructional equity.

Listen to Zaretta Hammond on the podcast here (or on Apple Podcasts, Google Play, Spotify) or watch on Youtube.

Here's some of what Zaretta shared on the podcast. My questions are in bold, followed by her responses.
How do you define practice?
I define practice as getting better, right? The path toward mastery around something that feels really, really important, so for educators or adults, you know, we want to get good at something, and so in order to do that, you need to practice, but I think we have a lot of misconceptions about practice, and similarly, you know, we want children to be good learners, and to develop skills, and sometimes it's not just knowing stuff, but it's being able to actually understand it, recall it, and be at a higher level, so all of those are some aspect of this simple thing we call practice.
How did you improve your practice as a teacher?
Yeah, it meant that I had to, I had this moment, right? I'd come out of my teacher ed program, and all the techniques, and had taken my methods classes, and I remember sitting with a student, Adam, right, even all these many years ago, decades at this point, I remember sitting with him and conferencing, having our writing conference, and I could not get him to really understand that he was making these consistent errors, right? Run-on sentences, comma splices, and, you know, I could use all the red ink in the world, but he would just like, "I don't really understand" "what I'm doing wrong here," and I had this epiphany that if I couldn't get him to see, not just see the mistake and learn how to correct it, because that's a lot of what we do, but to actually think about his learning moves.

I couldn't help him get better because only the learner learns, so after that epiphany, unbeknownst to me and to Adam, that meant that we had to do some practice, and the way I broke practice down is, I needed to help him internalize some information, then I needed to help him practice that, right? But the practicing, and I think that this is a piece that educators really get wrong, that practice requires feedback, so just doing the same think over and over is not practice.
Why is feedback so critical to practice?
And unfortunately, too many educators think, "Oh, let's just keep doing it," but if no one gives you corrective feedback, all you're doing is reinforcing bad habits or misconceptions, right? And so there has to be a feedback loop in there, and that feedback loop has to not just be right or wrong. There are different types of feedback that you have to give, and that feedback has to come in a timely fashion. It's got to be actionable, and it's got to help you see where the gap is, where your gap analysis is. Where are you on the road to actually mastering that? So if you can't give people that feedback, kind of like GPS, Siri to, you know, and here's, and we go past our exit, she's like, "Rerouting," right? So that's feedback, right? She tells us, "You're getting close, you're getting close." "Oops, no, you passed it." If our young people don't get that, they can't get better, so I knew I had to do that. I had to get, you know, mentors, a group of other educators who were trying to get better, as well, so we could be thinking about this, so I could take my practice and kind of open it up and be in conversation and collaboration with others, and so it meant, you know, I had to have conditions that made that happen. Sometimes it's hard for teachers to get, and I think we forget what a true professional learning community should be about, right? It should be getting better, so it was really in the service of teaching writing effectively, not just the techniques, but helping students actually use them and improve that I started to understand about practice and the need for opportunities for students to do things over, check to see, "Am I getting closer?" And if they weren't, "What did I need to adjust?" And so, practice has a lot of different pieces to it. Here's the other piece I'd say is really important. There's a socioemotional piece to practice as well, meaning I have to be okay with being bad because in the beginning, when we're getting good at something, we are conscious of how bad we are, right? It's called, conscious incompetence, right? And at first, we're just unconscious of our incompetence until it becomes important to us. "Oh, I can't do that, but I really want to get better." Now, I'm knee-deep in this conscious incompetence. "I suck at this," and you're probably gonna suck for a minute, right? But if we can't emotionally move through that as part of learning, not as some, you know, thing that says, "I'm bad at this," right, or, "I can't get it," or, "I'm not capable," right? There's so many messages connected to that because we want instant, you know, application. We want instant mastery, so helping people actually move through conscious incompetence is really important.
How did you take what worked in the classroom, those four to six practices that we talked about, and actually translate that into professional learning?
So the biggest challenge that I saw were number one conditions, so when I came out and started to do, and you're right, for a time it was, you know, doing both, and then eventually, I came out of having my own classroom and really just started working with adults, but I found that I was much more frustrated than having my own classroom, because there have to be conditions of practice, so I call it the dojo, right, that the dojo, when you start to think about martial arts, there's this space that people come into, and it's padded. It's set up for that kind of thing.

We have very few dojos for adults in their learning, meaning we don't help them getting socioemotionally ready for that first pancake because they feel they are fearing evaluation. Many don't have coaches who are giving them feedback, so the feedback loop is not there. Many don't have time, so they're, what I ran up against wasn't just, how do I take these techniques I've used with kids and use them with adults, is how do I actually, to begin with, find the right conditions? I found very few districts, very few school leaders that were actually creating the conditions, even what they call PLCs right now.
What does it look like to coach instructional equity?
Well, the reality is, this is where, even when we talk about culturally responsive, the operative word, the first word we should focus on is not the culture, but the responsive. Who's the person in front of me?

So I first have to understand that person as a learner, but I can't get that close, right, until I have some relationship where they let down a little of the facade, so practice, right, getting to the point where practice, and you're recognizing that I'm not as good as I want to be yet, comes with vulnerability, so the relationship becomes key. How do I get close enough to have some cognitive insight so that I can pick the right tool, so that I can see where you need to strengthen? Your kick is good, but when you rebound, right? So that coach is that second pair of eyes, and the teacher has to be that. The leader has to be that for teachers. If you're just doing walk-throughs and you're just dinging folks for not having something on the board, or not, then, the teacher gets and starts to believe that there's no practice.

That this is all just evaluative, versus, there's feedback for me to get better. That there's a culture of getting better and moving toward mastery. This is how we manage, as adults, conscious incompetence. We hold each other up. This is why the collaborative inquiry process becomes so critical. I see some districts doing PDSA cycles, right, and the reality is, when they are doing, or trying to implement a new strategy, it's all about the strategy, not about the kids.

And so, part of the practice in working with adults is actually helping them understand how we get better at things, so, because that's not something they quite understand coming out of their education prep, their teacher prep programs, so, you know, part of my work these days is, how do we get good at stuff? Helping them create the right conditions, helping them talk about it, helping them manage their own socioemotional stuff so that they actually can tolerate that conscious incompetence until they move on the other side of it, and when we embrace it, and actually lean into it, that's how we get better faster.
Why does progress and momentum matter in coaching?
So what that means is, you have to either have peer coaches, or you have to have an instructional coach who can be your other pair of eyes, and sometimes we have to self-coach. If you don't have that, then you need to set up a videotape, right? Or maybe you do audiotape. What's happening during that period of instruction that I want to get better at? What am I saying? You know, maybe you're just tallying who's doing most of the talking, right, because here's the thing. Self-reporting's 100%. "I'm doing everything." "It's going great," until somebody shows us it's not, right?

And so sometimes, we don't see our own progress, right, and that's the other piece, that we continue when we see progress. The brain actually has this thing called a progress principle. It's why we love our Fitbits and our pedometers. You will actually hang in there longer when you see that you're making incremental progress.

So where are we starting to see that? We love to do this with kids, chart your fluency, chart your, but we don't do this with adults.

Right? How many times, how can you change these things? What are the three things you need to change? Leaders need to give that detailed feedback, and for teachers who know they want to get better at a certain aspect of instruction, you know, maybe it's, "How do I hook the students' curiosity?" I call it igniting, or, "How do I get students to chew on their content" "so I am not doing all the cognitive work" "in the classroom," right? I want to get better at that. Okay, you're gonna have to set up your own inquiry. You're gonna have to set up your own practice. Then you're gonna have to tape-record or audiotape so that you have a baseline because if you don't know where you're starting, you don't know if you're progressing, and therein lies the real challenge, so we have attentional density. You've gotta pay attention to fewer things. You have deliberate practice. What's the small, but high-leverage thing? Where are you gonna get your feedback?

So these are critical things, you know? Being able to set that up in a school setting in many ways is antithetical. We don't always create schools as dojos for teacher learning.
Are there specific practices that we can do to help develop those cognitive skills?
Wow, yeah, we can do a whole nother podcast on that, right? And that's what I'm actually trying to unpack for people in my upcoming book is really understanding what that is and how we help students develop this because I think it goes back to what you just said. We didn't get a lot of that. We got a little bit in that ed psych class and maybe we read a book over here, and we're stitching it together ourselves, but we don't really understand how it all comes together to either create inequity by design, under-educating the most vulnerable kids, or equity by design, right? Deliberately making sure that we get those things in that will help them accelerate their own learning, and I think the biggest thing that I try to help educators understand is, this is not just, we're gonna teach thinking skills, and it relates to practice. I actually need kids to develop ways of looking at a task and having a mental algorithm, like when I, here's what we know. The minute you look at something new, you're in confusion. The minute learning gets hard, you're in confusion. First, I have to help you socioemotionally be okay, yes, because it triggers our amygdala. We all panic a little. "Ah, this is confusing," or, "Oh, this is hard." All right, how do you coach a student to that next level, right, and so the cognitive structure, the first cognitive structure would be, "I understand," has sized things up, right? And that sizing things up when we look at cognition is really around classification. What is this in front of me? But that means I've internalized some things. Teachers don't teach how to learn, right? Learning how to learn, and back in the day, we did HOTS, higher-order thinking skills, and it was a separate curriculum. We're gonna teach HOTS over here, and here's our content.

We're now doing socioemotional learning and development. It's over here, 15 minutes over here, and then we'll go back to instruction. People don't understand, emotions and cognition are linked, so I've gotta first get myself, brain, calm and ready, like, "Yeah, I'm in confusion now."

- [AJ] Right.

- "But this should be an exciting place to be," right? And now, I have to be able to size it up. What is this? Is this relationship, we call these thinking dispositions. Then, there are habits of mind, right? They're things I actually internally move myself through. Here's the thing I want to say about that. For the independent learner, these are unconscious things. They don't know that they actually do them. For dependent learners, they know that they can't do them. They see people doing things to the point that their lack of understanding about these invisible cognitive structures, for them, it just means, "I'm stupid," and if they, particularly black and brown kids, get the dominant narrative that goes along with that, then we just chalk that up to, they don't have the intellectual capacity. We know intellect is malleable. We can grow parts of our brainpower, and so, you know, we have inclinations, people have, you know, can gravitate toward things. There are talents that we have, but we all can get smarter, and part of what teachers don't learn in their own process of professional learning in the profession, as well as their training prior to entering the profession is how brains get smarter. What do those structures look like? What's the dojo kids need to be in while they're taking in the new content that actually does that? So yeah, in this new book, that's actually what I'm trying to break down for folks.
So, break down for me the difference between culturally responsive teaching and instructional equity?
That's really what I'm striving for is helping people, you know, get past the label of culturally responsive. That's confusing. It's misleading. Right now, it's just moved into the jargon realm.

So I want people to think instead about instructional equity. How are we making sure that all students, particularly the most vulnerable, historically marginalized kids, get the most powerful teaching that helps grow their brainpower, so not just the content to, you know, I mean, the teaching to move through the content, but the teaching that actually helps them expand the mental algorithms that allowed them to literally level up the amount of content they can take in in the process. That's the goal. That's equity in a nutshell.
Want to learn more about Zaretta Hammond's work? Check out her book, her website, and follow her on Twitter!

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Coaching for Instructional Equity with Zaretta Hammond

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Over the past few years, we have done a ton of work at Centennial School District around instructional equity, led by my colleague Shawanna Coles and the Equity and Excellence team. During our equity review process, and the dialogue that followed, I constantly went back to the same book, again and again, to focus on the more practical aspects of leading and coaching for instructional equity.

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Coaching Conversations with Jim Knight: Zaretta Hammond

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by Elena Aguilar

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Aguilar, E. (2014). Why We Must All Be Coaches for Equity. EdWeek Teacher

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Student Centered Coaching Danielson Aligned Coaching Questions

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Student Centered Coaching Danielson Aligned Coaching Questions

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St.-Centered Coaching aligned with Danielson

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Leading Student Centered Coaching - Chapter 4

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Leading Student Centered Coaching - Chapter 4

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Introduction & Chapter 4 Leading Student-Centered Coaching_ Building Principal and Coach Partnerships (Sweeney & Mausbach, 2018)

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Template for Results-Based Coaching Tool

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Core Practices Overview: Watch the video titled An Introduction to Student-Centered Coaching. As you watch, listen for the Seven Core Practices for Student-Centered Coaching.
Core Practices for Student Centered Coaching

1. Setting goals for coaching cycles

2. Using standards-based learning targets

3. Using student evidence to co-plan instruction

4. Organizing coaching through cycles

5. Co-teaching with a focus on effective instructional practices

6. Measuring the impact of coaching on student and teacher learning

7. Partnering with the school leader

Differences Between Coaching Styles

Read and reflect on the following continuum that describes the differences between student-centered, teacher-centered, and relationship-driven coaching.

More Impact on Students <<<<< ---- >>>>> Less Impact on Students

Role of Relationships

Trusting, respectful, and collegial relationships are a necessary component for all forms of coaching.

© Sweeney (Corwin Press, 2013). All rights reserved.

Core Practice #1: Setting Goals for Coaching Cycles
The coach and teacher articulate what they hope the students will learn as a result of their partnership. Choosing a goal that begins with, "Students will..." ensures that we are student-centered. Goals may focus on the standards, student engagement, or behavior.
What it Looks/Sounds Like

Student performance data may drive the goal-setting process

Coach helps the teacher understand that coaching is about a goal for student (rather than teacher) learning

Keeps the coaching cycle focused on what matters

Helps coaches measure their impact

Student Engagement Goals

Students will regularly contribute when working in small groups.

Students will use strategies for productive dialogue when discussing new learning.

Students will stop and synthesize several times during a course period.

Student Behavior Goals

Students will complete the assigned task.

Students will ask questions when they do not understand the assigned task.

Students will self-evaluate their progress relative to the learning target.

For more, try this: Read and annotate the following goal-setting conversations to identify how the coach moved the teacher towards a student-centered goal.
ELEMENTARY
Coach- I noticed on your survey that you are looking for help setting up guided reading groups. Can you tell me a bit more about this?
Teacher- I came from a different district and we used a strict reading program. I know I'm supposed to be doing guided reading groups, but I'm not sure how. I have all of these books to use, but to be honest, they haven't left the boxes because I'm really not sure what to do with them.
Coach - Let's talk a little bit about your students. How would you describe them as readers?
Teacher - They are across the board like most second graders. Some are reading and others are barely able to recognize common sight words. It's overwhelming.
Coach- What are your hopes for your students as readers? What do you want them to master by the end of the year?
Teacher - I'd really like to see them comprehending whatever they read, no matter what level reader they are. I know that inferring is an important standard, and that is a goal I have for my students.
Coach-That makes a lot of sense. How would you feel about focusing on inferring, and we can do that in the context of guided reading? That way we can work together to set up guided reading groups, dive into your materials, all with a goal in mind that you have for your students. We can even do some pre and post assessing to see if we are on the right track.
Teacher - I love that idea because it feels doable but also like we are taking on something that I'm supposed to be doing.
Coach- Terrific! Our next step will be to figure out how we will pre-assess your students to see how they are doing with inferring, and then we can plan instruction that will incorporate guided reading. Why don't we meet at the same time next week?
Teacher - Thanks!
SECONDARY
Coach- I see that you would like to participate in a coaching cycle. What do you have in mind?
Teacher- To be honest, it's my 3 rd hour algebra class. The kids' behavior is really challenging. I thought you might have some classroom management ideas that could help.
Coach- Let's talk a little bit about that course. What are you working on now in terms of mathematical skills?
Teacher- We are focusing on order of operations. But that's really not what I need help with since I'm following the district math program, and the rest of my classes are doing fine and learning the material. I need help with classroom management.
Coach- OK, I hear you on that. What sort of positive behaviors in your other classes would you like to see in the 3 rd hour.
Teacher- We do a lot of sharing of thinking on the SmartBoard and I'd like to see the kids listening to one another and asking questions to clarify their own thinking. I'd like to see them treating each other with more respect. And, I'd like to be sure that they take responsibility to learn the material.
Coach- It sounds like a big goal for this class would be being learners that are accountable for their own learning as well as the learning of others.
Teacher- Yeah, I guess so.
Coach- How about if we focus on those behaviors with the class? The ideas you listed were a great start on a rubric we could design, maybe even with the kids, that would be how we would assess their progress. Then at the end of our coaching cycle, we can see how they've progressed in demonstrating these behaviors.
Teacher- I think it would really help to work with you on this. It sounds like we may come up with some good ideas.
Coach- I agree. We'll get started when we meet in a few days.
Core Practice #2: Create Standards-Based Learning Targets
After a goal is identified, it is unpacked into student-friendly learning targets so that the teacher and coach understand what the students should know and be able to do.
What it Looks/Sounds Like
A learning target is...

A goal for students

Derived from standards

Written in concrete, student-friendly language

Tracked by students and teachers to assess growth and achievement

About learning, not a task

Easily measurable

We use the following types of student evidence in coaching cycles:
We don't use the following types of data in coaching cycles:

Summative assessments from the back of the book

Bubble in assessments

Tasks that don't involve reading, writing, or solving problems

Read: Knowing Your Learning Target
http://www.ascd.org/publications/educational-leadership/mar11/vol68/num06/Knowing-Your-Learning-Target.aspx

Read: Learning Targets on Parade
http://www.ascd.org/publications/educational-leadership/oct14/vol72/num02/Learning-Targets-on-Parade.aspx
Core Practice #3: Co-Plan with Student Evidence
Sorting student evidence helps a coach and teacher recognize patterns and trends related to student learning. Then, the coach and teacher co-plan instruction that directly focuses on the students' needs.
What it Looks/Sounds Like

Teacher and coach work together to develop a lesson plan

Student evidence or formative assessment data informs the lesson plan

Instruction is differentiated based on the students' needs. Sorting sessions drive differentiation.

Teacher and coach determine how the lesson will be shared through co-teaching.

Sorting Sessions ~ Sorting for Differentiation
Sorting student evidence, such as recent tests, written responses, or other responses, helps a coach and teacher recognize patterns and trends related to student learning in relation to the goal(s). For example, if students are reading a piece of text and asked to write a response, you can sort student work into three piles:

Who was thinking deeply?

Who needs a few more strategies?

Who is not showing evidence of the learning targets?

When sorting student work, make three piles of work that have similar attributes. That way, you are less tempted to not only celebrate the masterpieces or become consumed by the work that is below par. The process is led by the goal(s) for student learning and we use these simple questions to guide the process.

How do the student work samples compare to the learning targets we set for students?

What will I do next to address the students' needs?

Download this note taking tool for sorting sessions.
For more, try this...
Watch: Video of a Sorting Session
https://www.youtube.com/watch?v=3JifVup0Gl4
Core Practice #4: Utilize Coaching Cycles
Coaching cycles create authentic partnerships that increase student outcomes. In a coaching cycle, the teacher and coach are both in the mix, reflecting on their decision-making, problem solving, and figuring out how to adjust instruction in the moment.
What it Looks/Sounds Like

4-6 weeks in elementary, 3-4 weeks in secondary

1-3 times per week in the classroom during instructional time

1 weekly planning conversation that is scheduled and lasts 30-45 minutes

Qualities of Coaching Cycles:
Components of Coaching Cycles:

4-6 weeks long in elementary, 3-4 weeks long in secondary

1-3 times per week in the classroom during instructional time

1 weekly planning conversation (35-45 minutes long)

For more, try this...
Read: Getting to 60% (Parts 1-3) by Diane Sweeney
https://dianesweeney.com/getting-to-60-percent-1-of-3/
Core Practice #5: Co-Teach Using Effective Instructional Practices
Co-teaching creates authentic partnerships. Rather than sitting on the sidelines, the coach and teacher are in the mix, reflecting on their decision-making, problem solving, and figuring out how to adjust instruction in the moment.
What it Looks/Sounds Like

Coaching Move

Description

Purpose

Noticing and Naming

Point out examples or non-examples of students' learning. Note the things you are hearing, what the students are saying, what you see the students writing. The focus is on how the students are demonstrating their current understanding in relation to the learning targets.

Surfaces what the students are doing to inform planning conversations with the teacher. Establishes a focus on student learning.

Thinking Aloud

The coach thinks aloud throughout the lesson so the teacher understands the thinking behind the instructional moves. For example, why did the coach choose this text? How will the coach model a particular method of problem solving? What did the coach notice during the conference?

Provides a learning experience for the teacher throughout instructional delivery. Also provides the coach with more opportunity to address coachable moments right then, rather than saving them for a future planning conversation.

Teaching in Tandem

Maintain close proximity with the teacher and provide your thinking about the instructional decision-making as it occurs. This may include real-time problem-solving, discussion about how to redirect students, and/or discussion about pacing, modeling, or delivery of instruction.

Makes it easier to tap into 'coachable moments'. However, it is important to align teaching in tandem with the goals that were identified by the teacher. Otherwise, it could feel evaluative and/or judgmental. It could also highlight an effective practice the teacher is currently doing.

You Pick Four

The teacher chooses four students to monitor across the instructional block(s). Rather than leading the students through small group instruction, the coach studies the students to provide additional insights to the teacher. This information is used during the planning session.

Creates an opportunity for the teacher to have 'eyes in the back of her head'. Provides a more dynamic sense of student learning as it relates to the instruction and learning targets. Informs planning conversations with the teacher.

Micro Modeling

The coach teaches the lesson while the teacher observes. Ideally the teacher focuses on the instructional moves and the impact the instruction had on student learning. The coach may provide the teacher with a note taking tool that includes both areas.

Provides the teacher with a vision for instructional delivery. It can also create an opportunity to dialogue around how instructional moves moved student learning forward. Modeling can take place during a segment of the instructional block rather than across a whole lesson.

For more, try this...
Watch: Video of co-teaching in action. Look for evidence of the coaching moves.
https://www.youtube.com/watch?v=jaz1xGQ8e9w (begin @ minute 38)
Core Practice #6: Measure the Impact on Student & Teacher Learning
The coach continually asks, 'Did it work? Are we showing growth? Where should we go next?' By documenting their impact, coaches are able to validate coaching and engage more teachers.
What it Looks/Sounds Like
Watch: Video of a Coach Reflecting the Results-Based Coaching Tool
https://www.youtube.com/watch?v=2KZgyuEdmZU
Core Practice #7: Partner with the School Leader
The coach and school leader work together to define their respective roles. They work together across the year to design plans that focus on student and teacher learning and growth.
What it Looks/Sounds Like
Coach and school leader meet together on a regular basis in order to:

Solicit teacher feedback to plan professional development

Use the School Improvement Plan to drive coaching and collaboration

Analyze student data to look for trends across the school

Plan how to encourage teachers to engage in coaching cycles and celebrate those who do.

Leading Coaching

School Leadership

Coach

Sets high expectations for teacher and student learning.

Provides support to teachers so they can meet the expectations that have been established by the school leadership.

Holds teachers accountable for meeting the needs of the students.

Organizes coaching so that it aligns with the accountability measures that are in place.

Establishes a vision and sets priorities for how to move student learning forward.

Prioritizes work that has the most potential to impact student learning.

Makes strategic use of the coach to move teacher learning forward.

Articulates his/her role as a coach and engages teachers in the coaching process.

Leads the decision making about the scope and breadth of the,content that is taught.

Helps teachers design instruction that aligns with expectations about the content that is taught.

Knows what high quality instruction looks like and sets the expectation that this is the norm throughout the school.

Skillfully supports teachers to implement high quality instruction.

Is aware of situations when students are underperforming and works to address the issue.

Works with teachers across all levels of,performance.

Spends time in classrooms and provides teachers with feedback as a result of the observations.

Spends time in classrooms to support the,delivery of effective instruction.

Creates the structure and time for teachers to collaborate with each other and the coach.

Designs and facilitates collaboration among,teachers.

For more, try this...
Read: 8 Forces for Leaders of Change by Fullen, Cuttress & Kilcher
https://artseducator20.wikispaces.com/file/view/fullan_cuttress_kilcher.pdf

Read: Pave the Way for Coaches by Heineke & Polnick
http://learningforward.org/docs/default-source/jsd-june-2013/heineke343.pdf

Read: Not All Pressure is Positive Pressure by Diane Sweeney
https://dianesweeney.com/not-pressure-positive-pressure/

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Student-Centered Coaching Tool Kit > Diane Sweeney

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Core Practices Overview: Watch the video titled An Introduction to Student-Centered Coaching. As you watch, listen for the Seven Core Practices for Student-Centered Coaching.

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Study Guide for Student Centered Coaching

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Study Guide for Student Centered Coaching

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Coaching for Change: Student-Centered Coaching

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Coaching for Change: Student-Centered Coaching

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Coaching for Change: Student-Centered Coaching

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EL Education believes that quality instructional coaching, whether teacher-centered or student-centered, contributes to student achievement. Part of good coaching is knowing teachers well. When coaches make intentional choices about which approach to take, they honor both teachers and students by providing the most effective and efficient route to improving student achievement.

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This is a group for coaches who are working within the Student Centered Coaching model. Those who have been trained and those who have not and are doing it on their own can share what's working,...

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Student Centered Coaching Handouts by Diane Sweeney

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Student Centered Coaching Handouts by Diane Sweeney

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Handouts _ One Day Foundations (Revised on May 10, 2018)