collaborative coaching & learning smart goals and guiding questions smart goals and guiding...

Collaborative Coaching & LearningCollaborative Coaching & Learning

SMART Goals

and

Guiding Questions

SMART Goals

and

Guiding Questions

From To

“A Focus on Results”

“There is nothing more important in determining the effectiveness of a team than each member’s understanding of and commitment to the achievement of results-oriented goals to which the group holds itself mutually accountable.”

“There is nothing more important in determining the effectiveness of a team than each member’s understanding of and commitment to the achievement of results-oriented goals to which the group holds itself mutually accountable.”

From ToDufour,Eaker,& Many, 2006

Learning GoalLearning Goal

Collaboratively reflect on data, our knowledge and practice base relevant to our role as coaches.

Collaboratively reflect on data, our knowledge and practice base relevant to our role as coaches.

Success CriteriaSuccess Criteria

As a team, we are able to come to consensus in identifying a SMART goal.

We will collaboratively work as a team to develop a guiding question to address the goal.

As a team, we are able to come to consensus in identifying a SMART goal.

We will collaboratively work as a team to develop a guiding question to address the goal.

Collaborative Coaching & Learning

Guiding Question

Goal Setting

Consider long term goals for student learning and

development:

What are the

between where our students are and where we want

them to be?

How do we close the gap?

•“What is it we want our students to learn?”

•“How will we know if each student has learned it?”

•“How will we respond when some students do not learn

it?”•“How can we extend and

enrich the learning for students who have

demonstrated proficiency?”

From To

gaps

District Data StatementMay 2010


26.5% is the median percentage of students in grades 3-8 scoring at the proficient level on the New York State ELA.

27.5% is the median percentage of students in grades 3-8 scoring at the proficient level on the New York State Math assessment.

Cohort graduation rate is at 49%.




So…So…

What is the data telling us? What changes to we want to see in our

data? What are we going to do to get there?

What is the data telling us? What changes to we want to see in our

data? What are we going to do to get there?

From To

What Are SMART GOALS?

S pecific, strategic

M easurableA ttainableR esults-

orientedT ime-bound

Writing SMART GoalsWriting SMART GoalsGoal:

Specifi c and Strategic

The outcome or end result is very clear to me.

Measurable

You can tell if you have achieved your goal because you can count it or see it.

Attainable

While achieving the outcome might be a challenge, it is possible with the current team and resources.

Results-Oriented

The goal is in line with the results expected and the direction provided by the district CSI P/ annual goals and building plans/ goals.

Time-bound

A specifi c date has been set by which to achieve the goal.

Talk at your table and come to consensus on a SMART goal. (ELA, Math, graduation rate)

What is an “attainable” goal? Write your SMART goal on chart paper.

Talk at your table and come to consensus on a SMART goal. (ELA, Math, graduation rate)

What is an “attainable” goal? Write your SMART goal on chart paper.

Remember to use our 7 Norms of Collaborative Work

Remember to use our 7 Norms of Collaborative Work

1- Pause2- Paraphrase3- Probe4- Put ideas on the table5- Pay attention to self and others6- Presume positive intentions7- Pursue a balance between advocacy and inquiry

1- Pause2- Paraphrase3- Probe4- Put ideas on the table5- Pay attention to self and others6- Presume positive intentions7- Pursue a balance between advocacy and inquiry

Pie ChartPie Chart

How have you been spending your time as a coach so far this school year?

How have you been spending your time as a coach so far this school year?

Protocol for Developing a Guiding Question

1) Based on the presented data, SMART goal, your pie chart,

your knowledge and professional experiences, what questions (2 - 4) do you have about your practice as an educator? (work independently)

2) Which of these questions most directly impacts student learning? Why?

3) Are there any connections between the questions? Does anyone want to add/create a new question based on the discussions, or change an original question?

4) As a group you must now come to consensus as to which question will guide your CCL process.

“What is the effect on student learning when we…”

“What is the effect on student learning when we…”

Fist to Five processFist to Five process

Fist- “I cannot live with this”

1- “I need to talk more about this”

2- “I would like to discuss minor issues”

3- “I am comfortable”

4- “Good idea”

5- “I want to lead the charge on this item”

Fist- “I cannot live with this”

1- “I need to talk more about this”

2- “I would like to discuss minor issues”

3- “I am comfortable”

4- “Good idea”

5- “I want to lead the charge on this item”

The power in effective coaching is highly correlated to the degree that the literacy coach considers herself/himself to be a co-learner.

The power in effective coaching is highly correlated to the degree that the literacy coach considers herself/himself to be a co-learner.

“Teams accomplish the most when they are clear and unambiguous about what they want to achieve, when they clarify how they will measure their progress, and when they create a scoreboard that helps keep them focused on results.”

“Teams accomplish the most when they are clear and unambiguous about what they want to achieve, when they clarify how they will measure their progress, and when they create a scoreboard that helps keep them focused on results.”

From To

Dufour,Eaker,& Many, 2006

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