1. Coaching Conversations: Paraphrasing Laura Maly Cynthia Cuellar Rodriguez November Academic Coach-Math Training November 2, 2012

2. Prime Leadership Framework “A single mathematics education leader can have an incredible impact on the development and effectiveness of others.”

3. Why Coach?   To support the teacher’s idea production, instructional decision- making, and ability to reflect on practice.   To increase the ability of the teacher to self-coach and become a self- directed learner. Lipton & Wellman

4.  Learning Intention: We are deepening our understanding of how to utilize effective coaching skills in a learning focused conversation.  Success Criteria: We know we are successful when we can prepare for an effective conversation with teachers according to their needs to ensure meaningful mathematics instruction.

5. Coaching Cues   Approachable voice   Attending fully   Maintaining eye contact   Using the pronoun “you”   Plural forms   Exploratory language   Positive presuppositions Lipton & Wellman

6. Why Paraphrase? The purposeful use of paraphrase signals our full attention. It communicates that we understand the teacher’s thoughts, concerns, questions and ideas; or that we are trying to. Well-crafted paraphrases align the speaker and responder, establishing understanding and communicating regard. Lipton & Wellman

7. Paraphrasing Review  Acknowledging and Clarifying  You’re noticing that…  In other words…  Summarizing and Organizing  For you then, several themes are emerging…  There seem to be two key issues here…  Shifting Levels of Abstraction  A value for you would be…  A specific example for you would be…

8. Learning Focused Conversations

9. Formative Assessment Scenario I noticed another CR on the instructional guide. Did you see it? It doesn’t even align to what I have been teaching. How does the district possibly expect my kids to do well when I haven’t even covered the material? Plus, I don’t even think my kids can handle the prompt. The book doesn’t even cover this! Do I really have to give them this CR? What are we doing with the information anyhow?

10. Learning Focused Conversation   Working in Triads, have a learning focused conversation.   Roles:   Speaker shares the concern   Coach paraphrases   Scribe records paraphrases   Rotate roles when directed   2 minutes for speaker and coach to engage in a conversation while scribe records the paraphrases.   2 minutes for the scribe to share paraphrases and triad to discuss:   The types of paraphrases used by the coach.   Which paraphrase(s) helped the speaker trigger more thoughtful responses?

11. Learning Focused Conversation: Give Me Five How will this coaching conversation help you be a more effective leader? How was this coaching conversation different than what will happen in your school?

12. Prime Leadership Framework “Ultimately, leaders must ensure that teacher actions translate from ‘all students can learn’ to ‘each student will achieve’.”

13.  Learning Intention: We are deepening our understanding of how to utilize effective coaching skills in a learning focused conversation.  Success Criteria: We know we are successful when we can prepare for an effective conversation with teachers according to their needs to ensure meaningful mathematics instruction.

14. Milwaukee Public Schools Coaching Conversations: Paraphrasing MPS Board of School Directors Dr. Michael Bonds, President Larry Miller, Vice President Mark Sain, District 1 Jeff Spence, District 2 Annie Woodward, District 4 Dr. Peter Blewett, District 6 David Voeltner, District 7 Meagan Holman, District 8 Terrence Falk, At-Large Senior Team Dr. Gregory Thornton, Superintendent Naomi Gubernick, Chief of Staff Darienne Driver, Chief Innovation Officer Tina Flood, Interim Chief Academic Officer Dr. Karen Jackson, Chief Human Resources Officer Michelle Nate, Chief Operations Officer Gerald Pace, Esq., Chief Financial Officer Anita Pietrykowski, Director, School Administration Denise Callaway, Communications & Partnerships Patricia Gill, Executive Director, Family Services Sue Saller, Coordinator to the Superintendent