Student-Centered Coaching: Using Data to Drive Instruction, Co-Teaching, and Collaboration

Description

What if coaching conversations focused on student learning instead of teacher checklists? How might instruction, collaboration, and co-teaching improve if data—not compliance—guided the work? Mid-year student data offers powerful insight into what learners need next, yet it's often underused or siloed. When teams examine student evidence together, data becomes a shared tool for alignment, clarity, and impact rather than evaluation. Shifting the coaching lens to students creates more responsive instruction and stronger collective ownership of outcomes. Join Mary Lee as she explores how to use student data as the foundation for instructional coaching, co-teaching decisions, and collaborative planning. Participants will learn how to structure coaching cycles around student learning evidence, identify instructional priorities, and design lessons that respond to real classroom needs. This workshop empowers educators to use data to strengthen instruction, improve collaboration, and drive meaningful growth for students.

Objectives

1. Identify key types of student data used to inform instructional decisions.
2. Explain how student-centered coaching differs from compliance-based coaching models.
3. Use student data to plan instruction, co-teaching roles, and collaborative lessons.
4. Examine student learning evidence to determine instructional patterns and needs.
5. Assess the effectiveness of instructional strategies and co-teaching formats using data.
6. Design a student-centered coaching cycle aligned to instructional priorities and learner outcomes.

Key Take Aways

• Use mid-year student data to identify instructional priorities and learning needs.
• Apply student data to guide co-teaching roles, instructional groupings, and lesson structures.
• Analyze student learning evidence to uncover patterns, gaps, and strengths.
• Design coaching and collaboration practices centered on shared ownership of student success.