Running head: THE EXPLORATION STAGE: USING DATA

Coaching Exploration Outline

BreAnne Griego
OTL515 Teacher as Instructional Change Agent
Colorado State University Global Campus
Edith Esparza-Young, PhD
March 22, 2016

THE EXPLORATION STAGE: USING DATA

Module 4: Critical Thinking

Potential Coaching Opportunity: Shaw Heights Middle School was once one of the top
performing schools in the district. However, over the last few years, their scores in both literacy
and math have dropped below the other schools in the district. The staff have pointed towards
ineffective leadership, leadership that does not stay and a lack of effective professional
development. The leadership notes the lack of money the district gives to the school along with
struggles with changing a veteran staffs mindset. As a coach, I would like to focus on getting the
staff and administration working together for the benefit of the school. Currently, it seems neither
of the stakeholder groups are confident in one another and therefore do not work to improve the
school together.
Stage one: Gather Documents and Data
1. Adams 50 School District
a. Adams 50 School District Mission and Vision Statement
i. Vision: Preparing future leaders, learners and thinkers for a Global
community.
ii. Mission: Westminster Public Schools will create opportunities to develop
competent, agile learners who will contribute to their community and
achieve personal success.
b. Competency Based System levels, curriculum guides and proficiency scales:
http://wiki.adams50. org/mediawiki/index.php/SBS:Main
i. Developed by content teachers to have not been implemented completely
by staff or district.
c. District Data

540

465

13

2016

degree % Teachers with advance

Average Years Teaching

18

Total ESP

73

White %

Hispanic %

Female %
48

Total Teachers

52

African American %

10,101

3
Asian %

2015-

Male %

Total Enrollment

THE EXPLORATION STAGE: USING DATA

76

2. Shaw Heights Middle School

a. Shaw Heights Mission and Vision Statement
i. Vision: Together, we create genuine relationships to inspire students to
face challenges, to be resilient and inquisitive and to become productive
citizens.
ii. Mission: None
b. School data

Total Students

Male

Female

White

Asian

Hispanic

African

Native

SPED

ELL

Homeless

F/R Lunch

15-16

613

59%

41%

20%

3%

73%

2%

2%

37%

16%

86%

577

52%

41%

28%

4%

70%

2%

American

20%

14-15

American

i. Student enrollment

1%

14%

35%

15%

85%

12-13

648

54%

46%

30%

6%

60%

1%

1%

13%

25%

14%

82%

07-08

742

50%

50%

42%

7%

46%

3%

2%

14%

26%

6%

62%

06-07

683

53%

47%

44%

8%

45%

3%

2%

13%

27%

6%

61%

THE EXPLORATION STAGE: USING DATA

01-02

609

52%

48%

50%

12%

33%

3%

2%

10%

16%

20%

42%

ii. CDE Accreditation

CDE

2010-2011
Priority

2011-2012
Priority

2012-2013
Priority

2013-2014
Improvemen

2014-2015
Improvemen

Accreditatio

Improvement

Improvement

Improvement

n
iii. Teacher data
Total

Male

Female

BA

MA

Licensed
2015-2016
2014-2015
2013-2014
2012-2014

28
30
34
35

9
9
12
13

19
21
22
22

3
4
4
4

25
26
30
31

Under 10

Over 10

Total

years

years

ESP

Experience
5
5
5
6

experience
23
25
29
29

c. Bell schedule

i.
d. Teacher planning periods
i. 8:05-8:40 am and one period during school day
e. Professional development
i. 7:30-8:30 second Thursday of the month
f. PLC department meetings 8:05am weekly

12
12
13
13

THE EXPLORATION STAGE: USING DATA

g. Calendar
i. http://www.adams50.org/Page/17
3. Analysis
a. Based on the data collected above from the Colorado Department of Education
school view website, you can see that Shaw Heights has gone through some major
shifts when it comes to student population. Our population has dropped over the
last ten years. However the most shocking of this is the change within the student
population demographics and income levels. Just 10 years ago, this school was
predominantly Caucasian and above the free and reduced assistance need. Today,
a large majority of the student population is Hispanic and falls in the free and
reduced lunch category. From this, we get a large number of students that do not
speak English as their primary language. This alone can cause the major
performance shifts seen in the data.
b. When looking at staff data for the last 4 years, the only real change is the number
of staff. Even when the student population has increased, the staff population has
decreased. The main positive from this data is that teachers at this school stay. The
majorities of teachers are 10+ years into their teaching careers and often stay their
whole career at Shaw. This can be great for building community among staff and
students. However, this can make it increasingly hard on new leadership and new
ideas. With a veteran staff, it is hard to accept change from new leaders.
4. Informal Conversations:
a. How is this year going for your classroom?
b. How is the school community this year?

THE EXPLORATION STAGE: USING DATA

c. How are class sizes effecting your teaching this year?
d. What are some barriers you see?
e. What are some successes?
f. Why do you believe teachers stay at Shaw for their whole career?
g. Do teachers collaborate well at Shaw?
h. Does administration and staff collaborate well?
i. How often do administrators come into classrooms? What is the purpose?
j. What is your goal as a teacher/administrator?

References
CDE. (2015). Schoolview. Retrieved from https://edx.cde.state.co.us/SchoolView/DataCenter/re
ports.jspx?_afrWindowMode=0&_afrLoop=1420035816887510&_adf.ctrl-

THE EXPLORATION STAGE: USING DATA

state=bhmw15505_9.
Adams 50. (2015). Shaw Heights Middle School. Retrieved from http://www.adams50.org/doma
in/300.