Coach Observation Strategies A Follow-Up

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					Coach Observation Strategies:
       A Follow-Up
                Cohort B
   Statewide Coaches’ Training Session
              April 25, 2007

           Carrie Thomas Beck, Ph.D.
             University of Oregon
            The Coaching Cycle

                Identify Groups to Observe:
                    • 5-Minute Observations
                   • Review of Written Data




Follow Up                                     Conduct Observations




                     Provide Feedback /
                Identify and Apply Remedies
Video of Small Group Strategic Instruction

• View video of the low strategic 2nd grade
  students in Phonics for Reading, Level 1,
  Lesson 20.
• Identify the student problem(s).
• What would you say to this teacher in the
  debrief?


     PRE
         Here’s What You Said:
•   droney responses
•   students not answering together
•   errors not addressed
•   individual turns?
•   not enough think time
•   missing some key directions
•   helpful to have modeling
•   partners vs. individual turns
• But were the students successful?
Tracking Student Success Rates
  Students are successful completing activities at a
       high criterion level of performance.

• Elicits a high percentage of accurate
  responses from group
• Elicits a high percentage of accurate
  responses from individuals
• Holds same standard of accuracy for high
  performers and low performers
      Students Are Successful
• Levels of Mastery:
  – 70% First time correct on new material
  – 90% Correct Overall (new and familiar)


   First Time Correct = How many errors are
   students making the first time they answer the
   new tasks?
        Students Are Successful
• Coding Student Responses:

+ = correct response
0 = incorrect response
M = teacher model
L = teacher lead
T = teacher test
NT = not together
       Students Are Successful
• Other Possible Codes:

S = sound
W = word
P = part
SP = spelling
IT = individual turn
S1, S2, etc. = sentence 1, sentence 2
C = cue
Video of Small Group Strategic Instruction

• View video of the low strategic 2nd grade
  students in Phonics for Reading, Level 1,
  Lesson 20.
• Collect data on student responses.
• Identify the student problem(s).
• What would you say to this teacher in the
  debrief?

    POST
                        Are the Students Successful?
Lesson Part                  Group Success                         Individual S Success                 Comments

New Words                    Hard to tell because students         T skipped individual turns so no     Lesson states that Ss should put thumbs up when they
                             were not answering together.          additional information on student    can say the whole word, THEN T should ask what the
                             Definite errors on rust, fast,        success.                             word is. T did not do this step which is probably why
                             lump(word level).                                                          Ss are not answering together. (Ss need more think
                                                                                                        time.) T skipped individual turns so we have no
                                                                                                        double check on mastery.


Circle Word That Goes with   Responses not together, but 5/5       NA                                   I’m not sure why Ss were not together on this part
Picture                      of Ss’ responses appeared to be                                            because they had already circled the answer and just
                             correct.                                                                   needed to state the answer.

Review Words                 About 6/15 (40%) of responses         T skipped individual turns so no     Lesson states that Ss should read the words to
                             not together so hard to tell if all   additional information on student    themselves and put their thumb up when they can read
                             students were successful.             success.                             all three words. T did not do this step which is
                                                                                                        probably why Ss are not answering together. (Ss need
                                                                                                        more think time.) T skipped individual turns.


Review Word Sentences        NA                                    Primarily ITs. 5/5 of student        T added a piece where Ss repeated the entire sentence.
                                                                   responses were correct = 100%.       This was difficult for the students because they
                                                                                                        needed to hear the T model the entire sentence
                                                                                                        immediately prior to repeating it.


Sight Words                  29/32 responses correct = 91%         8/10 ITs correct = 80%               T modeled each sight word 2X (Lesson states that T
                                                                   S errors on work and put. Error      should say, “This word is down. What is the word?
                                                                   correction procedure on put was      Spell and read.” ) so students not getting a true
                                                                   strong. (An “everybody”              practice trial after spelling the word. Does that
                                                                   correction that involved a special   artificially raise the success rate?
                                                                   spelling step.) ITs not in random
                                                                   order as lesson suggests.
                 Debrief
• Positives/Keepers/Glows:
1.
2.
3.
• Student Needs/Polisher/Grows:
            The Coaching Cycle

                Identify Groups to Observe:
                    • 5-Minute Observations
                   • Review of Written Data




Follow Up                                     Conduct Observations




                     Provide Feedback /
                Identify and Apply Remedies
             Provide Feedback /
        Identify and Apply Remedies

Types of Coaching:
1. Planning Lessons with Teachers
2. Observing with Collaborative Exploration
3. Demonstrating or Modeling
4. Whisper Coaching
5. My Turn-Your Turn (Side by Side)
6. Week-Long Coaching
7. In-and-Out Coaching
              Next Steps:
     Completing the Coaching Cycle

• Sept. 18, 2007
  An opportunity for Cohort B coaches to be
  trained by Jo Robinson on the 7 types of
  coaching.
• Alternative is an October 24th date without
  Jo.