SBIC Pre-Post Knowledge Check

For each scenario, does the action taken by the educators help to develop and maintain a positive coaching relationship? Mark yes or no.

For his first coaching session with Doug, Curt showed Doug the data he had collected during his initial observation regarding the limited number of students Doug called on for responding to questions, but he did not address that most students were tracking their own learning at an exemplar level. Curt then shared a technique he uses to ensure he calls on a variety of students.

The Woodman High School and Middle School Science Teams are partnering for peer-coaching. Before coaching began, the teachers met to create a mutual agreement on the purpose of coaching, with an understanding that the sessions are non-evaluative and are for mutual learning purposes.

For each scenario, does the action taken by the educator(s) meet the definition of effective feedback? Mark yes or no.

A week after his observation, Steve sent Sam an email with the following feedback, “Great job! Most students were working hard the whole time and there were just a few minor behavior problems. Students seemed to understand directions for making the art element posters. I look forward to you observing my class next month.”

While coaching the ninth-grade ELA team, Mr. Garcia posed the following questions:

1. What is the data telling you?
2. Based on the data, did you meet the goals that you set?
3. Does the data provide you with any clues about where the problem with instruction might have been?
4. What is a possible next step based on the data you are reviewing?

For each scenario, does the action taken by the educator(s) support the development of a strategic and differentiated coaching plan? Mark yes or no.

Dan and Donna were working as peer coaches and felt it was beneficial to have a plan, so they created one consisting of these three steps:

• Observe teacher and student actions
• Take detailed notes to capture occurrences in the classroom
• Schedule a debrief session to discuss and celebrate positive observations

The building coach suggested that the fourth-grade data team take a self-assessment using the Practice Profile for DBDM. The data will be used to determine team strengths and opportunities for growth regarding data-based decision-making implementation.

For each scenario, does the action taken by the educator(s) demonstrate or encourage the use of solution dialogue? Mark yes or no.

Marcia has developed a list of questions that she poses to every teacher during their coaching sessions. She believes having one general list of questions for her coaching sessions is easier to manage and takes less time.

When Tim has to share unfavorable data, he poses the following questions to himself:

1. What will be most difficult about this conversation?
2. What’s the purpose for this conversation?
3. Which skills will I need to use in this conversation?
4. How will I prepare for this conversation?

For each scenario, does the action taken by the educator(s) contribute to progress monitoring the implementation of effective educational practices? Mark yes or no.

Each week, Andrea shows and discusses a video illustrating numerous strategies teachers can utilize to help students become more assessment capable. After viewing the videos, she asks teachers to jot down at least one new practice they will implement in their classrooms.

The sixth-grade teachers schedule weekly observations and use a checklist of effective metacognitive strategies. Each team member keeps a data chart that reflects the changes in metacognitive actions observed each week, which is used to determine future coaching needs.