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Professional Learning for HCPS Math Content Coaches August 4, 2011 Barbara Steverson, Presenter

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Presentation on theme: "Professional Learning for HCPS Math Content Coaches August 4, 2011 Barbara Steverson, Presenter"— Presentation transcript:

1 Professional Learning for HCPS Math Content Coaches August 4, 2011 Barbara Steverson, Presenter

2 Variables to Consider When Working with Teachers Career Stage of Teacher –Renewal –Withdrawal

3 “Teachers do not resist change so much as they resist poorly designed change initiatives.” Jim Knight

4 noviceprofessionalexpertdistinguishedemeritusapprentice Career Stages of the Teacher

5 noviceprofessionalexpertdistinguishedemeritusapprentice

6 noviceprofessionalexpertdistinguishedemeritusapprentice Unfortunately, about 1/3 of all newly hired teachers leave the field within the first few years High energy and anticipation Feelings of self doubt Many love teaching/believe they have skills Believe all children will achieve at high levels idealistic Believe they have skills to motivate Open to new ideas Volunteer for committees/extracurricular Want to learn Willing to try new strategies

7 noviceprofessionalexpertdistinguishedemeritusapprentice Career Stages of the Teacher Anticipatory

8 noviceprofessionalexpertdistinguishedemeritusapprentice Career Stages of the Teacher

9 noviceprofessionalexpertdistinguishedemeritusapprentice Career Stages of the Teacher

10 noviceprofessionalexpertdistinguishedemeritusapprentice Career Stages of the Teacher

11 noviceprofessionalexpertdistinguishedemeritusapprentice Career Stages of the Teacher professional Exiting

12 noviceprofessionalexpertdistinguishedemeritusapprentice Career Stages of the Teacher Renewal & Withdrawal Generational Differences

13 Renewal or Withdrawal Cycle Acquire craft knowledge Internalize meaning obtained from reflection on skills/knowledge Acceptance of their responsibility for student learning Imagine how students will respond to different & new teaching methods Renewal involves –Reflection –Inquiry –Growth

14 Renewal or Withdrawal Cycle Withdrawal Levels –Initial –Persistent –Deep Initial Level May not know in withdrawal Continues adequate teaching Becomes quiet & isolated Magic begins to fade Follower not leader Stops growing professionally Moves to side or back in meetings Waits to be asked, doesn’t volunteer

15 Renewal or Withdrawal Cycle Withdrawal Levels –Initial –Persistent –Deep Persistent Level Negative feelings surface Critical of others Unresponsive Some become obstructive to ongoing school improvement

16 Renewal or Withdrawal Cycle Withdrawal Levels –Initial –Persistent –Deep Deep Level Professional growth has ceased Reflect-renew-growth process stops Becomes defensive & difficult No student should have to endure a teacher in deep withdrawal.

17 The Conferencing/Collaboration Cycle Pre- Conference Classroom Experience Observation Modeling Co-Teaching Post-Conference

18 The Observation Cycle Pre observation conversation Observation Post observation conversation and reflections Next steps - Repeat the cycle

19 Pre-Observation Clarify goals and context for lesson Determine evidence of success (student) Discuss/refine teaching strategies Identify focus for data collection

20 Observation Collect specific data via agreed upon method

21

22 Post-Observation Summarize impressions of lesson Recall data to support impressions Analyze the observation data Synthesize data and decide next steps Reflect upon the process and propose refinements

23 Collegial Conversations Conversation Maps Peers in Action

24 Three Types of Paraphrasing Acknowledge/Clarity Summarize/Organize Shift Focus

25 Exploring 2 of the big 4 topics for coaches Behavior Content Knowledge Classroom Instruction Formative Assessment

26 Behavior Issues Can be challenging for teachers Can cause physical exhaustion Sometimes the starting point for coaches Need to be addressed at the beginning of the year by teaching expectations (Expectations should be crystal clear to students.)

27 Students should know - What is acceptable conversation? How they should ask for help? What they should be doing? What movement is permitted? How does appropriate participation look?

28 Behavior Issues to Watch Ratio of interactions Disruptions- Corrective comments Time on task Opportunities to respond

29 Suggested Resources for Classroom Management Tools for Teaching Fred Jones Safe and Civil Schools Randy Sprick WinWin Discipline Spencer Kagan


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