Palm Springs California Mathematics Council Leadership Conference November 6, 2015 November 6, 2015.

Palm Springs

California Mathematics CouncilLeadership Conference

November 6, 2015

November 6, 2015

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Discussion on coaching How the RTC model is based on how people learn Introduction to RTC and facilitative coaching What RTC coaching looks like Impact of RTC on teachers and students Lessons learned and what needs to happen in schools

Agenda

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Coaching Has Different Definitions

Discuss the similarities and differences of the following: Instructional coaching Consultative coaching Cognitive coaching Collaborative coaching Transformational coaching Facilitative coaching

Shifting the focus on improving what is being taught

rather than on improving the one who is teaching.

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Develop Solidify Practice/Apply

Launch

Explore

Discuss

Launch

Explore

Discuss

Launch

Explore

Discuss

Ideas Concepts Definitions & Properties

Strategies Algorithms

Representations Tools

Procedures

Models

Progressive Formalization

From Hendrickson, Hilton, & Bahr (2010)

How People Learn

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The sheet you have been given is covered with scrambled numbers

You need to circle the numbers in order, beginning with the number 1

Do not cheat! For example, you cannot circle #8 before you have circled #7

Do not turn over the paper until you are told to start You will have one minute to complete this task

How People Learn

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Now take a minute to look at the second Scrambled Numbers task individually. What do you notice about this version?

Turn to your neighbor and share your observations When told to start you will have one minute to work on

this second task

How People Learn

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How did it feel the second time? Comparing the two versions of the Scrambled Numbers

task, how were they different for you as a learner? What made the difference?

How People Learn

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“Students who do not have a deep understanding of mathematics suspect that it is just a jumble of unrelated procedures and

incomprehensible formulas.”

Mathematics Framework

for California Public Schools (2005), p. 5

How People Learn

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“Teachers learn well just as students do – by studying, doing, and reflecting; by collaborating with other teachers; by looking closely at students

and their work; and by sharing what they see.”

Linda Darling-Hammond (1999), p. 12

How People Learn

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“The environments in which most teachers work have been structured in ways that actually work

against the kind of sustained collaboration that we have suggested is needed for significant and

steady improvement.”

Stigler and Hiebert (1999), p. 172

How People Learn

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The traditional model of professional development tries to “fix” the teacher to improve student achievement

ProfessionalDevelopment

TeacherLearning

StudentAchievement

Theory of Change

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A student centered model focuses on student learning to foster teacher learning

CollaborativeInquiry

StudentAchievement

Theory of Change

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A student centered model

CollaborativeInquiry

StudentAchievement

TeacherLearning

ProfessionalDevelopment

DesigningLessons

Theory of Change

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Daily collaboration around evidence of student learning

Focus on getting through to the students rather than getting through a textbook

TeacherLearning

Explore

Establish Experiment

Examine

Student Learning

Responsive Teaching Cycle (RTC)

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“To improve their mathematics instruction, teachers must be able to analyze what they and their students are doing and consider how those

actions are affecting students’ learning.”

NCTM Principles and Standards, p. 18


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Professional development situated in the context of actual classroom teaching

Daily collaborative lesson planning Reflecting and refining lessons based on ongoing

recognition of student thinking Activities adapted from Cognitively Guided Instruction (CGI)


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Helping teachers focus on getting through to the students rather than getting through a textbook.

Brainstorm

CreateDiscuss

EvaluateStudent

Thinking

Assess


What RTC Coaching Looks Like

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Brainstorm

CreateDiscuss

EvaluateStudent

Thinking

Assess

Designing Lesson Activities Together

A. Assess where the students are before the lesson What are their strengths and abilities? What are their gaps and struggles?

B. Brainstorm strategies to address the needs of the students

C. Create an activity to move students from A to B How might we use their strengths to bridge their gaps? What can we do to make the lesson accessible to all students?

D. Discuss how to implement the activity



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Brainstorm

CreateDiscuss

EvaluateStudent

Thinking

Assess

Debriefing the Lesson

D. Discus what the goal of the lesson was

E. Evaluate how the lesson went What worked in this lesson? What did you like about this lesson? What didn’t work in this lesson? What didn’t you like in this lesson?

F. Assess where the students are at now

G.Brainstorm what could be done to make it better? What can we do to make the lesson accessible to all students?



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Brainstorm

CreateDiscuss

EvaluateStudent

Thinking

Assess



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Brainstorm

CreateDiscuss

EvaluateStudent

Thinking

Assess

Implementation Guidelines Coaching must be aligned with district instructional

guidance systems Coaching must be situated in the context of actual

classroom teaching Coaching must focus on collaborative lesson planning Coaching must support reflecting and refining lessons

based on ongoing recognition of student thinking


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Brainstorm

CreateDiscuss

EvaluateStudent

Thinking

Assess

What RTC Coaching is NOT RTC is not telling RTC is not training RTC differs from mentoring RTC is not therapy RTC is not supervision

(but effective supervisors can use RTC)

The focus is on improving what is being taught rather

than on improving the one who is teaching.


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Brainstorm

CreateDiscuss

EvaluateStudent

Thinking

Assess

What Coaches Should Do Help teachers clarify goals & remind them of guiding

principles (e.g., progressive formalization, how people learn) Ask questions that focus on student learning Invite teachers to share their ideas Share ideas, and make them accessible Be responsive to teachers’ concerns Refocus the conversation when the discussion gets off track



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Brainstorm

CreateDiscuss

EvaluateStudent

Thinking

Assess

Questions Coaches Need to Ask What might explain ... ? What should we have ...? Did we consider ...? I wonder what would happen if ...? What is another way we might ...?



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Brainstorm

CreateDiscuss

EvaluateStudent

Thinking

Assess

What Coaches Must Do Understand local context and teacher needs Use teacher knowledge to build new knowledge Focus on student improvement rather than teacher

development Provide tools and resources Focus on what works, but ask tough questions Create the environment that promotes engagement

through empowerment



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Brainstorm

CreateDiscuss

EvaluateStudent

Thinking

Assess

Sample Artifact Generated From RTC Meeting Addresses student learning needs Connected to teachers’ immediate lessons Aligned to Common Core standards

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3333From Smarter Balanced Assessments, MAT.06.TE.1.000EE.E.690


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Impact on Teachers

Qualitative Findings Weak but increasing awareness of students’ learning needs

Shifting in locus of difficulty Responsiveness to students’ learning needs

Modifying text-based lesson activities Selecting/adapting summer-designed activities

Efficaciousness in responding to student needs Adopting new leadership roles Collaborating and supporting each other Taking responsibility for student learning

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How did RTC affect what teachers know about students? Teachers increased their awareness of student thinking

Acquaintance with alternative solutions Watchfulness of student misconceptions Attentiveness to student attitudes Responsiveness to student reasoning Expectations of trajectories in student thinking

Teachers increased their application of their knowledge of student thinking Guiding principles for lesson design

Impact on Teachers

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How did RTC affect teachers’ beliefs and practices? Teachers increased their flexibility and resourcefulness

Reduced dependence on textbook problems to meet students’ needs Designed lessons based on students’ learning needs

Teachers increased in their sense of efficacy and confidence to find instructional solutions Attitudes about students Attitudes about self

Teachers increased their interdependence and teamwork During SITTE After SITTE

Impact on Teachers

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Impact on CST Results in Independent Study

Percentage of 8th graders scoring Proficient or Advanced on Algebra 1 CST

Year 1

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Impact on Students

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Impact on Students

How did RTC affect student performance? Test scores improved

Statistically significant increases on CSTs Treatment group out performed Asians, gifted-students

Grades improved Pass rate increased Perceptions of teachers improved

In-class performance and dispositions improved Greater participation and higher engagement Increased sense of efficacy and perseverance

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What Needs to Happen? What elements of this coaching model did you like? What elements have we not considered? What would it take to make this work in your school?

Discussion

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Students need opportunities to learn in new ways and to engage in mathematical tasks that promote mathematical understanding.

Teachers need practice in finding solutions to their students’ learning needs and in implementing good teaching practices.

Leaders need to create and support opportunities for teacher collaboration by trusting teachers to find solutions to their students’ learning needs.

Professional development must empower teachers to construct their own learning.

What Needs to Happen

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Leadership needs to shift “from one of bureaucratic authority, where change is led by telling and selling,

to a leadership style of protecting commitment to shared values determined by teachers engaged in a

collaborative and co-creative process.”

Kanold (2006), p. 32

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It’s Done For Teachers, Not To TeachersCoaching must be focused on what teachers want to help

them improve student learning.

It Takes Teamwork

Coaching requires a collaborative effort for teachers to find what works for them where they’re at.

It’s About Time

Space and time must be created to allow teachers to work as a team to find solutions to their own students’ needs.


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THANK [email protected]

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Palm Springs California Mathematics Council Leadership Conference November 6, 2015 November 6, 2015.

Documents

Transcript of Palm Springs California Mathematics Council Leadership Conference November 6, 2015 November 6, 2015.