 OTAN, Outreach and Technical Assistance Network. Hello everyone, thank you for joining me for this presentation on using coaching cycles to create data visualizations for decision-making. So really what we're going to be talking about today is how you can take interactions from teachers that you're working with in terms of like observations, coaching, etc. professional learning and how can we take that data and put it into really nice visuals so that you and stakeholders can make decisions for the betterment of your teachers, students, etc. So that's the goal of today's presentation. A little bit about me, I work for Education and Career Network in North San Diego County. I do all the tech integration so I work as a coach, do all the professional learning, work with about 100, 510 or 20 teachers, and I'm at the consortium level along with a number of other shared positions. So it's fun working in a lot of different schools. All the ESL teams, CPE, AIC, ABE, all the programs I work with. And I'm also a professor at San Diego State University in dual-language English Language Learner Program as well as at and according to University of Irvine where I work with doctoral students. And so really what I'm going to be talking a lot about today is just stuff that we do every single day in our consortium to all of our schools that are partners. And I give you a sheet. There's information there where you can take notes as well as a QR code that can take you to my flow page that has everything about me. And then I'm going to forward those actually that are watching this. I'm going to give them the link to this presentation real quick and putting it in the chat. I'll do this earlier. The slideshow is now in the chat. All right. So why instructional coaching? So it's funny in California in K-12. It's been utilized, but in a lot of other parts of the United States, instructional coaching is quite often in California and especially at all that, I think truly in its infancy, different in terms of a lot of the instructional leadership is based on the value of the pen versus just building the capacity of our teachers and investing in instructional coaching. There's a ton of research behind it and how there's a large impact side to impact student learning and outcomes as well as teachers overall efficacy in their practice. So I want to outline a number of studies real quickly just describing the effect of instructional coaching that's non-valuative. It is for really impacting student outcomes and teachers overall, you know, acidity is better. And we notice in this study right here by Kraft and Blazer, where we look at the effect of coaching. It's a 0.49 effect side, which is actually quite large when we look at, if you know, John Hattie's work and his effect sizes, instructional coaching with this effect size is actually quite high. And we can really bridge a gap between novice and veteran teachers by that instructional coaching and really see over time here with the achievement that student coaching programs have reduced larger improvements in teacher practice and show larger effects on student achievement. And this is done in the K-12 environment, but the results are being really picked up by a lot of schools throughout the country, especially in the Eastern Coast and Midwest, where they, for example, schools like may have two or three instructional coaches along with their staff. And districts may have about 10 to 15 that they're working with teachers constantly. And what it says over here on the far right, larger programs are less effective. So for example, if you have a coach covering more than 100 teachers, a single coach, then you're not going to have that much effectiveness, right? You'd want to have a coach cover a smaller number of teachers because that's where they can make that impact, right? And you'll see why in a minute when you talk about coaching cycles and what goes into that. So just wanted to share this study here. You can check it out if you want, as well as three other major studies regarding instructional coaching and its impact on teaching and learning. It's truly, I think, really emerging as a really powerful way to build capacity, but also, like I said, build teacher effects, advocacy as well as ensure that they don't burn out, right? So what we did in our consortium is we started with our goals in mind. So in our three-year plan, we discussed like the need for professional development. And really, we get into the nuts and bolts of it right here. Staff participation in training and coaching related to diversity, equity, inclusion, integration of technology and classroom and structural strategies are promoted. So that's kind of where it comes from. And also regular use and access professional development website. And sort of the central location for opportunities for professional learning. And we want really wanted to focus really specifically on students will engage in active learning within our class offerings, right? So we wrote this within our three-year plan. And that's the basis for what we're doing. And we found a measure for wanting to measure like technology and creation as well active learning within our classroom. So we ultimately decided to use a technology integration matrix also known as the Tim and that's through the University of Florida, South Florida, I believe, or Central Florida. And it's a really cool matrix where you can see, let me just pull this up here. Let me see where I can pull up really I want to show you get the big image of it. There it is. So what this does is it measures technology integration. There are four, I mean, five different steps from entry level all about the transformational and start out with active, collaborative, constructive, authentic, and goal directed. And what we do here is we're measuring what exactly are we seeing in classrooms based on this, right? We go into classrooms and observe and provide like a feedback as well as say like, Hey, we think that this teacher is adopting Google slides at a conventional level that's procedural, but using their classroom. And what's cool is that we can sit down with a teacher or can sit down with some leadership team and talk about like, what does this all mean? And I can show examples of what this looks like in classroom environments, right? So we're utilizing a rubric that is something that we can measure what we're seeing with, but also show examples of what that is, right? And we can provide what that coaching looks like. So that's just a little bit of our rubric. So I haven't read all here. So when I came into this position two years ago, really was to build relationships with teachers because a lot of teachers, when they don't know what instructional coaching is embedded within their job, they think it's like someone's coming in to evaluate me, like, Hey, he's coming in to really judge what I'm doing versus, Hey, this is my partner here, I'm going to help them work on something that they may want to learn as well as what we want them to learn, right? So building a relationship with them is key in developing a culture where this is a norm, right, within our consortium. So that took me about about six to nine months to do when I was setting this all up. So really, this is how we created this culture of instructional coaching is is that explain the policies not evaluated, collaborative, we're learning together, the walking coach. So I go to all of our classes throughout the week, I go to various school sites, I try and drop in as many classes as possible, five, 10 minutes drop bys, provide a little bit of feedback that it's an email set to them as well as I'm tagging various things of what they're doing, and they can see that in the email that I send them. And then that goes to our database, right? And then what that does is ultimately leads to coaching sessions, because I get to see them or and they know what I'm doing. And we talked a little bit about what they're doing in the classroom. Sometimes we have follow ups after I come in or sometimes they want to schedule a meeting with me, do a one one session when I come into the classroom or through a Zoom session, right? So these are some things that kind of help build it and then in just a communication, we have a newsletter that goes out for all instructional practices and tech integration, open online communication through just texting me and email. We have asynchronous professional learning on our ETC and that website where we have videos, slides, thousands of templates that all there in one location, that they can access everything that we're working on, as well as any sort of training that we've had. So then we also offer the synchronous professional learning where we have series like for example, right now we're working on the 2020 spring active learning, UDL and differentiation series for the four part series where we provide a synchronous, consortium wide offering that is recorded. And then the teachers get paid to come and then get paid to do the tasks in the class. So for example, they need to fill it out and they need to have students, you know, interact with it and then I check to make sure that they're doing it and then they get those additional hours. So the payment piece for that synchronous learning has been really effective. And then we also had to discuss like, what does this all mean for, you know, us as a consortium? So I had to really talk to stakeholders about like, why we're doing this, starting with the research and then collecting the data to drive exactly what we're doing in these trainings based on what I'm seeing. And then aligning it with, you know, goals for our coaching and professional learning, right? So those were the goals that we've come up with. So it's developing that ongoing culture where this exists. And then talking about implementation of coaching cycle. So coaching cycle is essentially you're working with a teacher throughout the school year or a designated period of time. So you first identify what they're doing. And then you and the teacher work together for so that they can learn and move the needle in that area. What we're doing is evaluating them in the coaching piece with the team, the matrix, and then we're looking at examples of them improving. And then we look back and identify it. So you'll see what that looks like in a minute. And by gym night. And this is I've utilized gym nights framework for this. So this is just what I just mentioned. So now this is like the collecting the data piece and showing what this looks like and then the visualizations. So then we can make decisions based on what we see. So for example, I can type in all my different types of observation types which lead to what am I working on with this? What am I working on with a teacher? Is it like I'm just a strictly a coaching session? Is it just normal text support? Are we working on our Canvas course? Does it lead into a professional development session? Co teaching and planning. So that leads into opportunity to go and teach them something together in a class with them. And then I'm tagged. So what do I see that's happening in their class when I come in? And I tag it here and we have tags and it can be even more sophisticated. I've kind of changed up the sophistication of the tags based on each strategy and tool. So I can see how many times this is happening and what we're working on needs trends, right? And I can see how much time I'm engaging with educators and I can break that down for our students and I can show you what that looks like in a second. So when you say tagging, you say tagging. Yeah, it's just like creating a tag. So like for example, I'll liken it to say you're writing an email to someone and you can create like a tag is essentially just like what that conversation could be about. So in the system that we utilize is that we're tagging what these things are about or like what are we observing? What are we coaching about so that we can keep track of those data points? That's what tagging is. That's what it is. And I'll show you. Do the trending tags sit within the interaction types so that you like a subset of the interact and then the interaction types are within that. Yes. Okay. Yeah. So and then we can look at kind of like how we're supporting various buildings based on the school. When are we doing it? How much time are we investing into them so we can get, you know, making sure that based on their teacher population that we're, you know, trying to distribute my time as much as possible, right? And then who am I doing it the most with? And across here, this is mostly just some of these are designated CTE so generally for us, I'd say about 60 30 60 percent ESL 30 percent CTE and then 10 percent everything else. And then we can see throughout the year when the most interactions are occurring throughout the week based on category. And this is what the coaching cycles look like. So say we want the teacher to work on active learning and it's based on the tim matric because it's out of five. And this, for examples, the beginning rating, then after six to eight week process that they have that they have improved based on, you know, observation feedback, number of times that we put in our coaching cycle, that they move the needle up. Same thing if the teacher needs to work on assessment or if they need to work on Canvas, you think Canvas tool, right? And then we can see across the board. I've done about 50 cycles and then I can determine which educators are making grow, which are making considerable growth. So my goal is each year to focus on give or take about 50 teachers. I can't I can't invest so much time into everyone, but if I can focus on 50, like I'm doing significant amount of work with, then I know that we're really going to move the needle with those people. And especially the ones that are more enthusiastic than maybe the bottom 10, 20 percent, which will be the laggards. But the goal is that you can make the considerable growth with the adopters, hopefully that more tripled down to the laggards. How would you define considerable growth? So considerable growth is, for example, if they move up one, so if they move up one whole scale piece of the numerator, right? So if they started a one and then you put two, that would be considered considerable growth. Point five would be just a little growth. And then we can see across the board here, I took out names for this, but say this is the coach's name. You can see, like say this person's focus is on Canvas. We can see their initial rating was one, now they're over to two, their growth is one. This person was one, they were now the three, they moved up two, right? And we can see this within a database and we're using it based on the rubric here, right? The five point rubric. And this is kind of just the, you know, my philosophy is that the more informal feedback that you're giving, the more that leads into coaching sessions, the more that leads into course design, the more that leads into more professional learning. So the more, and there's actually a psychological, a lot of research really in this, the more constant access or more people see you, the more likely they're wanting to do something with you, right? So visibility is, I think it's called, it's a visibility factor. So ultimately, that's my philosophy with the teachers that we have in our contortion. And this is kind of where I do the data collection piece. So within connect hub.io, or you can do this on a Google form. And this is the person's name at the very top, I type in their name and I've already in our database. And then I have like, what's my interaction type? What's going on? What's the narrative piece? Then I start adding tag based on like what we're doing or what it is, right? And then when I'm done, if it's an observation and formal feedback, I send them an email that has exactly whatever and it goes right to their email. And then that goes into our database. Yeah. And what we've done recently with one school in our consortium, they want to be like full on learning walks. So they've adopted this, the administrator have adopted the tool and what I'm doing. So they're doing constant learning walk with this and collecting the data for their site level. And then they're using that to, you know, monitor their progress and make the decisions based on where their teachers are at and structurally. So this is how we collect data. And then the power of these visualizations is like, hey, we know what we're doing. We know we're tagging. We know what the trends are. We know where these teachers are at based on where they're at on the rating scale and where we need to grow. And then we can also look at other data. So for example, like cost of testing or high school testing, can we maybe see if there's a correlation between the work that we're doing and no outcomes, right? So that's kind of why this is really important, because we're collecting as this other data set that we can use and compare to see if it's moving the needle with their students. And you haven't done that yet. Are you doing that? We are doing that. Yeah, I would suspect nobody would be interested in this data. We need it more longitudinally. So I need to see like more over the next couple of years, like what can I see like after like three or four years of this and then see like it over the course of, you know, a couple of years, like is there that huge measurable growth? But the studies saying K-12 that there is an opportunity for considerable growth, right? So yeah, I mean, that's the thing we all got that in our admin training. You get to go to your district-wide trade, administrative trades that have nothing to do with the built-in. No, we have to go. So we get to the benefit to get to hear some of this stuff. And we do the learning walks. But this can this makes it go for the teachers at least makes it easier to understand. And so that tagging is when you're actually doing observation writing everything and while you're writing, you tag this. Yeah, you're tagging everything and you can determine like, so today you have a rubric that you want to use, maybe it's not the 10, it could be POA, it can be hats, it can be really whatever, you can put those into the system and then use those tags based on what your goals are. Yeah. And you guys go through training, those that are doing the walk. Well, you're doing, you're the expert, you're doing the walk moves. Do you do other schools use other staff like someone that's trusted, they know obviously. So only one school currently is doing like the full on learning walks. I'm doing it for the consortia. Okay. And I don't share, like for example, like personal names, I just share like what the performance looks like across the end of that school. And if they want, I can share with them. But I try to keep it, you know, they're the fine line you don't want to cross it. So you have to have that in the position that I know these right. So this is like year one, right? This was year one, I wasn't doing coping cycle, but then I moved to year two with coping cycles. So now, you know, we can see year to year progress. So that's really a cool piece of this. And these are some of the tools that you can use. I use connect hub, but I know you can use it on Google forms and sheets. Connect hubs only is like $10 a month. So we did that. And, but you can set up the same thing with Google forms. Can I ask why connect hub? Connect hub is just I think if we're looking at coaching platforms, it creates all this data visualization without you having to do it on, for example, if I fill it out in Google form, then I go to sheets and then I would have to create the visualizations on sheets. This created for you. So that's and it's $10 a month for how many. So, for example, it's $10 per user. Oh, okay. So here was 50 teachers aside. No, no, no. So if it's just me, it's $120. And it's just based on the coaches, the number of coaches you have. So if it's an administrator, that's, you know, 120 bucks, another coach, 120 bucks, or if it's another average, 120 bucks. But what you can do is that you can everyone to be on one account together, and you can then put your work collaboratively and add more data to the system. And so your admins or admin coordinators or whoever's evaluating teachers are also using them. So one school is doing it for that, you know, more of the evaluation piece. The other schools have been giving the opportunity. So they're considering whether to do that. But we're doing this, though, for building capacity for the consortium. Have you looked at Power BI? The RBI power Microsoft product. So same, but I think it's the same idea of visualizing visualization tool. We pull data from wherever. Yeah, is it kind of like Tableau? I don't know. I don't know. I would use Tableau. Okay. And I don't really use RBI. We have somebody that does it for us, but he pulls all our data together and then presents it however we want. Yeah, you could do it. You could very much you could have it on all this on a spreadsheet and have them do it that way as well. You know, it just really depends. And then what we do. You know, we we have we can easily have like I send quarterly, semesterly, merely data reports to all our administrators based on so I send them an email every quarter and they can review it. And we want to focus on the growth of teachers in relation to the rubric because that's the subject with their goals and then align the data with the yearly professional development plan. So like our three year plan or the schools under a loss of accreditation or that kind of thing. So and which is sort of education, a career network and more San Diego County are yours. Well, I don't know. That's how it's how it is. Yeah, and you're working both college and cave of adults. So but we're not really focused on much of our college. We haven't gotten too much on to their campus. Yeah, I guess. That's right. Yeah, I'm not. Well, it's because of some I won't say the reporting, but you know what? Yeah, yeah. So before we go, I want you to jot down on the piece of paper here. You know, keep this in mind. I use something for it now, I think. So write down some key themes and ideas and do you have any questions? Write down any questions that you have. And then, you know, then what's that? What's your next to-do list? If are you going to look up some more information about this? You want to look at some research? Do you want to talk more about it? So go ahead and jot that down right now and for that. And then for, I think, whoever's online right now, you can jot that down in the chat if you want or you just can jot down a piece of paper. So just some three key themes and ideas to questions or wondering that you have and then one extension with this thought that what did you use to think about this? And then now what do you think about this? So go ahead and spend some time. All right. If anyone having any thoughts or what do you think or what are some of your main takeaways from this? And do you have any questions? I have a question. Yes. Can you give me a specific example of an area that you identified in a teacher's when he was served in a classroom and he said, OK, this is something that could be improved. And then what would be improvement you suggested? And then how would and how does that impact student outcomes in the career? Yeah. So, for example, this happens all the time. So say that there's a teacher that's providing so much direct instruction where they're talking so much from the class and then doing too much, right? They're just passively listening, right? So I've gone in and I've observed and looked at their lecture, looked at their slides, etc. And I talked a little bit about if I asked certain questions, do you consider, you know, when your students are listening, are they not doing anything on their notes? Is our doing thing interactive? I use that type of language. I say, like, are you considering this? I go like a question. And then then my observation, like, here's some ideas that start considering because then you may have students be a little bit more engaged, more have them, you know, more discussion. I could provide a short little strategy, like maybe I would like you to, you know, consider using more thing pair share. After you provide a little bit of direct instruction, how do students do a short little pair share and bring it back to the class? Right. Something simple that can change then if we're thinking about tech, maybe you want them to have a little bit of an interactive Google slide show where the students are actually writing down their notes on a Google slider, describing their thinking. And then that can lead to more, you know, pair share and conversation and then you as a teacher can see what your students are thinking in real time and then you can long-term adjust what you're trying to do. So those are just some basic things that we talked about. Or it could be even simple, something like Canvas. Does your is your Canvas friendly to, you know, does it provide video that help upload content? They have a slide show. Are you conducting any assessment on your Canvas course? So those are just some of the questions that I sometimes start out with. I just usually just one, but then I provide a lot of positive reinforcement. I do like four or five positive reinforcements followed by a couple of questions. And then that needs to the conversation, right? And then it's just a matter of showing up all the time and taking interest and then building that relationship. And then that ultimately will have them be more motivated to want to engage with you and have conversation and then work in approaching sentences or go to a professional development or both. And then he starts themes. You know, over time, he starts, you know, the outcomes, you know, in terms of what their class looks like. If you go enough, you can see over time those different things that they're trying. Maybe they have more confidence or maybe that they want to try some new stuff. And then you cater to kind of like, how are they best going to learn? What does this person's schedule look like? You know, I can give them a bunch of templates or I can give them, you know, watch this video online or come to the professional development, right? So you try to meet them or their ad and give them, you know, options and choice as well as, you know, you're supporting them and what you feel like that they may want to improve it. And they may be a lot of conversations like, oh, yeah, maybe I do talk too much or maybe I need to make this more interactive. I mean, I need to try and learn how to use this tool to strategy a lot of times after a couple of conversations, but I think I agree with you. And sometimes you're going to run into conversations with people where they're not going to want to change, I mean, but then you may be trying to focus on things on the fringe, right? So that's kind of ultimately kind of my philosophy and how I've done it over the past couple of years. And I think, you know, if you can get hit about 80% of the teachers that, you know, are, you know, wanting to be coached, then you're going to have an organizational change versus, you know, you can't hit everyone. It's going to be impossible, right? But hopefully, like I mentioned earlier, the trickle-down effect, right? You can get the doctors, you can get people that are excited about it, that it can change to, you know, departmental change, right? So we just, for example, at one school, Yale Civics, we're focusing on UDL. And we wanted to incorporate on-canvas a page for digital literacy page, where they would first watch a number of videos related to skills like Google Docs, slideshow, et cetera. And then after they reviewed the national content, then they would be asked to complete a number of tasks and the students were given a choice on how they wanted to demonstrate their learning. So they could write, they could write the steps of how to use this tool, they could record themselves talking about the steps using this tool, or they could do something above. They could write a number of steps, but they could also talk about, you know, how they're doing it, how are they using that particular tool, right? To help them with their digital literacy. So that's just one example. And the team was very enthusiastic over time. It took a year to get them really enthusiastic, but now they're like, oh, I can see how this is really benefiting students. This is benefiting us. And also too, like on campus, they can collaborate. So they're building out pages and they're dividing the labor. So they don't have to do as much, right? So I think when you're focusing on those pieces, it really does help. I mean, it's not gonna be perfect, but I think persistence and consistency will, if they keep it for this. So if you have any questions, please feel free to reach out. We'll disconnect on social media. You can check out my blog. I do have a podcast, so wanna learn more.