Post on 05-Jan-2016
Math Coach Meeting
Building a Bridge
A teacher affects eternity; he can never tell where his influence stops. -- Henry B. Adams
Welcome all Math Coaches!!!
Please meet with your Regional PLT groups until 9:50.
Tentative Schedule:
January – Jim Knight work
February – work with Val Faulkner
March – Jim Knight work
April – Partners Training – 4th Grade
May – Partners Training – 2nd Grade
June – Partners Training - Kindergarten
Characteristics of:Which one are you?
Carrot Egg Coffee
Self - Evaluation
Using your Coaching Survey from earlier in
the year, reflect on your
role as a Math Coach.(Mid-Year Reflection)
Group Review of Coaching Survey
As a team - organize your data by the following: 1) Rarely and Sometimes on one sheet of chart
paper 2) Usually and Almost Always on another sheet of
chart paper
Share results within your team and then prepare to share out what your group discovered.
Commercial Break!!
What is happening at your school?
Article: (article from last meeting)
INSTRUCTIONAL COACHES MAKE
Progress through partnership
Intensive support can improve teaching
Are you creating a Partnership???
What are the key points?
Group #1 – page 32 and What a Coach does (pg33-34)
Group #2 – What does the project look like and How does it spread? (page 34-35)
Group #3 – How are Instructional Coaches selected and How do Instructional Coaches learn their job? (page 35-36)
Group #4 – What have we learned / Conclusion / Results from the past two years (pages 36-37)
Self REFLECTION: (from last meeting)
Using the Math Coach/Math Expressions Observation Tool --- How are you looking?
Review of Blue Diamond Data
Two Packets –
1) Blue Diamond Packet –
as of December 18, 2009
2) District Math PLT –
as of December 18, 2009
Understanding the Report
Commercial Break!!
What is happening at your school?
RESISTANCE
and Coaching
Dr. Jim KnightUniversity of Kansas
Fall 2009
QUESTIONS
Do they think they can do it? Is it worth it?
Are they getting an experience? Do I respect them as artists?
Am I letting them do the thinking? What happened in the past?
Is “resistance” the right word?
“It is oxymoronic to say that one person is resisting.
It takes two, to not cooperate.” (Miller)
What am I/the system not doing that leads to a lack
of cooperation?
Question #1
What’s a coach to do?
Do they think they can do it?
Remember, teachers resist because they look like they understand,
but they don’t really think they can do it.
Question #2
What’s a coach to do?
Is it worth it?
Coaches need to ensure that everything is POWERFUL and EASY.
Lots of easy practices.
Small number of tools they grasp.
Coaches must know it well enough to break it down.
•Make it crystal clear.
•Utilize precise checklists.
Question #3
What’s a coach to do?
Are they getting an experience?
People don’t believe it until they try it for themselves.
Teachers won’t believe it until they see the impact on their students.
The teacher must have a SAFE place to try it out.
Question #4
If you criticize the way someone teaches, it is like criticizing an artist’s work.
Do I respect them as artists?
Do we acknowledge what the teacher is bringing to the table?
Question #5
What’s a coach to do?
Am I letting them do the thinking?
Utilize reflective practice.
Support, not evaluate.
“They don’t want to be told what to do. They are paid for their experience, their expertise. They take offense when someone rides over their intellectual territory.”
Question #6
Attempt, Attack, Abandon Cycle(Pendulum)
What happened in the past?
When lacking explicit explanations and opportunities to practice, no wonder it
rolls over and dies!
What’s a coach to do?
Working with Teachers
Using the posted notes write down
(in 5-10 minutes) things that you have
had to do with teachers in your
building this year.
for example:
1) Worked with a teacher on organizing student manipulatives.
2) Plan/conduct conversations with grade levels about Blue Diamond Data
Focusing on the Big Four:What does it mean?
BehaviorContent Knowledge
Direct InstructionFormative Assessments
Grouping Activity
Place your posted notes
on the correct Big Four
poster –
Your vision:
What are you seeing?
What does the data tell you?
Commercial Break!!
What is happening at your school?
http://thebigfour.ning.com/
The Big Four
Get connected to the best resources
for The Big Four
The Big Four Community Ning is a year round learning network to support Instructional Coaches, Classroom Teachers and Educational Leaders.
Jigsaw
Classroom Management – pages 142-149 Content Planning – pages 149-160 Instruction – pages 160-168 Assessment for Learning – pages 168-176
Classroom Management
Structure
Teach expectations
Observe
Interact positively
Correct fluently
Content Planning
Does the teacher understand what is and is not on the standards for the course?
Does the teacher have a year-long plan? Can the teacher identify the ten essential questions their
course is designed to teach? Can the teacher identify the ten essential concepts their
course is designed to teach? Can the teacher give you a simple, correct, easy to
understand answer to each question and definition for each concept?
Commercial Break!!
What is happening at your school?
Instruction
Does the teacher understand
how to model thinking? Does the teacher ask effective
questions at a variety of
cognitive levels? Does the teacher give
constructive feedback effectively? Does the teacher organize
instruction well (beginnings and
endings)? Does the teacher scaffold
instruction effectively?
Assessment for Learning
Does the teacher understand the teaching targets? Has the teacher created propositions for teaching
targets? Does the teacher use formal and informal measures
to see if students are hitting the targets? Does the teacher involve
students in creating assessments? Does the teacher know how
well all students are performing?
Jim Knight Video Clip
The Big Four
Roads Signs
Think outside the box –
How can you relate the road sign to the role of a Math Coach?
Math Coach Meeting Reflection Form –
Keep the white copy and turn in the yellow copy