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Instructional Coaches Meeting Secondary Math August 28th.

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Presentation on theme: "Instructional Coaches Meeting Secondary Math August 28th."— Presentation transcript:

1 Instructional Coaches Meeting Secondary Math August 28th

2 Being a leader is like being a lady, if you have to go around telling people you are one, you aren’t. --Margaret Thatcher

3 The Task Ahead of Us!

4 Rally Robin What observations would you make about this clip as it relates to our work as a coach? What elements of the situation made failure likely? If you had an opportunity to coach before Lucy goes into the factory, what would you have done to make the experience more successful? How do teachers unknowingly reenact this scene?


6 6 Principles of Adult Learning

7 1.Autonomous and Self-Directed Learning Experiences 2.Build on Life Experiences and Knowledge 3.Goal-Oriented Learning 4.Learning that is Relevant to their Work 5.Learning that is Practical 6.Respectful learning environment

8 Principle #1—Autonomous and Self- Directed Instructors have to facilitate the learning. Get participant’s perspectives. Instructors have to get the learners to assume responsibility. Instructors must show the learners how the learning will help them reach their goals.

9 Principle #2—Experience and Knowledge Learning must relate to work activities, family responsibilities, and previous education. Connect learning directly to participant’s experiences. Draw out and clarify participant’s experiences related to the new learning. Connect theory and concepts to experiences.

10 Principle #3—Goal-Oriented Learners need to know what goal they will attain. Learning should be clearly organized with defined elements to help them reach their goals. Classification of goals and objectives must occur early in the learning. Instructors must clearly show learners how the experience will help them attain their goals.

11 Principle #4—Relevant Instructors must identify objectives before the learning begins. Learners must clearly see the reason for learning. Learning has to be applicable to work or other responsibilities to be of value. Theories and concepts must be related to a setting familiar to learners.

12 12 Principle #5—Practical The focus of learning should be on aspects that will be most useful to learners in their work. Not all learners are necessarily interested in knowledge for its own sake. Instructors must tell participants explicitly how the learning will be useful to them on the job.

13 Principle #6—Respect Instructors must acknowledge the wealth of experiences that adult learners bring to the classroom. Adult learners should be treated with respect and allowed to voice their opinions and perspectives. 13

14 Reflection  Which of the Principles do you incorporate into your planning naturally?  Which of the Principles will take more time and consideration and how will you make these adjustments?  How might this checklist assist you in planning cluster when you return to your campus?

15 Growth Targets

16 , Preparing to Make Strides on Every Campus & ACADEMIC DEPARTMENTS


18 Diagnostic Drilling State Accountability System District Assessment Plan System Campus PLC System Data Analysis System

19 Agenda Using Formative Assessments for Diagnostic Instruction (District Assessment System) Understanding the Standards (Campus PLC System) Looking ahead (Data Analysis System)


21 Building an Assessment Plan for Pflugerville ISD Formative Assessment vs. Summative Assessment

22 Common Formative Assessments

23 Pflugerville ISD Formative Assessment Plan District: 2 district common formative assessments questions Data collected in Eduphoria District will provide a conversion table All selective response Campus: minimum of 2 campus common formative assessments per semester

24 Understanding Student Expectation Data 24 Grade or Course 6.1(B) [R] 6.1(C) [S] 6.1(D) [S] 6.1(E) [S] 6.1(F) [S] 6.2(B) [R] 6.2(C) [R] 6.2(E) [R] 6.3(A) [S] 6.3(B) [S] 6.3(C) [R] 6.4(A) [R] 6.4(B) [S] 6.5(A) [R] 6th 48.22%70.78%77.75%74.50%58.69%63.05%65.85%75.65%67.71%53.52%62.99%60.59%72.34%54.97% 7.1(B) [R] 7.2(A) [S] 7.2(B) [R] 7.2(C) [S] 7.2(D) [S] 7.2(E) [S] 7.2(F) [R] 7.3(A) [R] 7.3(B) [R] 7.4(A) [S] 7.4(B) [S]7.4(C) [S] 7.5(A) [S] 7.5(B) [R] 7th 61.29%77.62%52.08%39.95%47.86%58.60%55.17%44.64%46.05%36.94%28.48%68.88%31.48%52.55% 8.1(A) [R] 8.1(B) [S]8.1(C) [S] 8.2(A) [S] 8.2(B) [R] 8.2(C) [S] 8.2(D) [S] 8.3(A) [S] 8.3(B) [R] 8.4(A) [R] 8.5(A) [R] 8.5(B) [S] 8.6(A) [R] 8.6(B) [S] 8th 61.26%71.62%44.13%76.98%63.44%57.84%51.28%63.09%59.49%56.22%64.92%59.09%54.44%85.57% A.1(A) [S] A.1(B) [S] A.1(C) [S] A.1(D) [R] A.1(E) [R] A.2(A) [S] A.2(B) [R] A.2(C) [S] A.2(D) [R] A.3(A) [S] A.3(B) [S] A.4(A) [R] A.4(B) [S] A.5(B) [S] Algebra %45.02%54.16%60.89%59.74%39.68%57.19%68.81%65.05%75.34%50.41%55.47%54.22%53.18%

25 TEA Side-By-Sides

26 Vertical Alignment Texas Essential Knowledge and Skills

27 Key: Readiness Standards Supporting Standards 60% or more students did not pass this standard abc


29 Discussion Once you have finished heat-mapping your vertical alignment document, turn to your neighbor and discuss:  What trends did you see?  What do these trends tell us about past instruction?  How can we use this data to inform future teaching and learning? 29

30 How do we help teachers prepare students to become GREAT chefs? By helping teachers learn to teach based on the multiple ways each student expectation can be instructed and assessed.

31 With TAKS, we could give students “recipes” to follow to be successful on the assessment. With STAAR, students need to know how to “cook.” Recipe vs. Cooking

32 Write TEKS statement here. Process: Dissect the standard by concept, verb, and expectation. Expectation

33 Develop a process for meeting each of these instructional needs. What do we want our students to learn? How will be know when they have learned it to mastery? How will we respond when some students don’t learn? How will we respond when students already know it? Remember the purpose: To prepare for the multiple ways each student expectation can be instructed and assessed.

34 Math Example



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