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Math Coaching, Gateway to Success The One Thing You Need to Know Ellen Duffy Janet Bryson

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Presentation on theme: "Math Coaching, Gateway to Success The One Thing You Need to Know Ellen Duffy Janet Bryson"— Presentation transcript:

1 Math Coaching, Gateway to Success The One Thing You Need to Know Ellen Duffy Janet Bryson http://taselm.fullerton.edu/

2 TASEL-M: Teachers Assisting Students to Excel in Learning Mathematics NSF funded grant to Cal State Fullerton and Orange County Dept. of Education to 4 underperforming high schools and their feeder middle and continuation high schools. Paradigm: Focus on Learning as informed by Data Model:  Cognitive Coaching on Best Practice  Teacher Collaboration (PLC)  Improved Pedagogical Content

3 The One Thing You Need To Know T. R. U. S. T. T T ime R R elationships U U nity of Purpose S S upport T T eam: Accountable PLC

4 Honor the TIME it takes to implement change.

5 Time: Trust the Process Teacher Buy-in: Administration Clarity Start with the Singers Go Slow to Go Fast Focus on one element 10% change/year Start where they are: survey, identify & build choices

6 Time: Share & Reflect "We must not, in trying to think about how we can make a big difference, ignore the small daily differences we can make which, over time, add up to big differences that we often cannot foresee." – Marian Wright Edelman 1. Where will you start? 2. How will you strengthen your trust in the process so that you can persevere with patience? 3. How will you measure the long-term change?

7 Relationships begin and develop through Trust Build relationships for collaboration and growth. “Teachers need to know you care before they care what you know.”

8 We Trust the Known “The best teacher is the one who suggests, rather than dogmatizes, and inspires his listener with the wish to teach himself.” – Edward Bulwer-Lytton Remember Who You Are Teacher’s Coach  fix-it person  evaluator Define your sandbox. Who decides what? Beware the precedent: establish a role you can live with You wear two hats: coach and PLC facilitator. Neither is sufficient. What do you need to do to make your role clearer to yourself and those you work with?

9 Getting to Know You Name: _________________ School: ___________________ Ph. #: ( )____________ email: ____________________ I teach: My teaching strengths are: I need the most help with: I’d be willing to share my expertise on: The best time for you to talk to or work with me is: My favorite snack is: ____________ beverage is:___________ Besides teaching, my other passion(s) is (are):

10 Getting to Know Your School I. In order to get a clearer picture of the Orange cluster, please answer the following questions as you reflect on your experience in your school: 1. List 4 things that are important to know about your students. 2. What would be helpful for Marty and Janet to know about your school? 3. What are you excited about at your school? 4. What would be helpful for you to know about data and collaborative inquiry? 5. What data do you want to look at to assess your students’ progress? 6. What are you already doing or have you planned to do to improve the mathematics in your room? School? Cluster? 7. What are the next steps we should take? II. Please rank the following training needs in order of personal priorities: 1 represents most urgent; 7 least urgent Increase student participation______ Group work training ________ Technology training in ___________________ Writing in mathematics______ Manipulatives______ Lesson planning in a Block schedule ______ Other:_____________

11 Getting to Know Your School III. Please mark the following in terms of meeting time availability and preference: P: preferredA: availableN: possible, but not preferable X: No can do After school: Monday______ After school: Tuesday______ After school: Wednesday______ After school: Thursday______ After school: Friday______ Saturday morning______ Saturday afternoon______ Saturday full day______ During school pull-out______ What things should every math classroom include? Every math student do? Every math teacher do? By the end of the first semester, what chapter have you completed? ________ By the end of the year, what chapter have you completed? ___________ What projects or other unique assessments/ experiences do your students do? I would like help designing a lesson on the following topics:

12 Build the team with Trust “Few things help an individual more than to place responsibility on him, and let him know that you trust him.” -Booker T. Washington Identify the leaders and your future replacement; begin by building a deep foundation with a few. Develop relationships with district, school administration and support staff.

13 Relationships: Trust develops Respect "Leadership is getting someone to do what they don't want to do, to achieve what they want to achieve." – Tom Landry Protocols must be taught: Norms Safety in Structure

14 The Seven Norms of Collaboration 1. Pausing 2. Paraphrasing 3. Probing for specificity 4. Putting ideas on the table 5. Paying attention to self and others 6. Presuming positive intentions 7. Pursuing a balance between advocacy and inquiry How will the team choose a norm to focus on?

15 Unity of Purpose In essentials, Unity; in non-essentials, Diversity; in all things, Charity.

16 Trust Unity of Purpose to Deliver Results “Where there is unity there is always victory.” -Publilius Syrus Vision/Mission– Who do we want to be and what’s our purpose? Implementation-- Common Agreement built over time. 1. On a scale of 1 to 5, how unified is your team about its purpose? 2. How might you build unity?

17 Orange High School Common Agreement 2005 During our summer trainings, we met to find even better ways to teach your student mathematics and to improve our learning community. One of our goals is to be consistent within our department in our classroom tests and expectations. A second goal is to better communicate with the parents of our students. We are looking forward to meeting you at our Back to School Night, Wednesday, October 5th. We hope the following information will be useful for you and your student as we—teachers, parents and students—partner together for excellence in learning mathematics! Required Materials All math students are required to bring to class, every day, the following:1 notebook with lined paper, Pencil(s) and eraser, Textbook Grading Scale Semester Grades are Cumulative Your child’s letter grade will be given according to the following percentages: Algebra (1, 1A, 1B), Honors classes Geometry, and Calculus Algebra II, and Pre-Calculus 98 – 100 A+ 92 – 97 A 92 – 100 90 – 91A- 90 – 91 88 – 89 B+ 88 – 89 82 – 87 B 82 – 87 80 – 81 B- 80 – 81 78 – 79 C+ 78 – 79 70 – 77 C 72 – 77 68 – 69 C- 70 – 71 66 – 67 D+ 68 – 69 58 – 65D 62 – 67 56 – 57 D- 60 –61 55 and belowF 59 and below Homework Policy All students should expect to receive homework on most days. All necessary work must be shown, and all assignments are expected to be done on time. Testing Policy Each course offered at Orange will use similar assessments and grading procedures. All tests will require work to be shown to receive credit. Teachers will allow calculators to be used based on the content and standards being tested. Each teacher will have their own policy for low-test scores. The classroom teacher will decide on one of the following policies: to replace a score, drop a score, retake the test, or rewrite/rework the problems missed for partial credit. Classwork Policy All students are expected to actively engage in all classroom activities. Classwork may include content area reading assignments, content area writing assignments, warm-ups, notebook checks, groupwork, participation and other in-class activities. Grade Weights Your child’s grades will be determined by the following grading categories: Algebra (1, 1A, 1B) Geometry and higher Homework:20% 20% Quizzes:15% 10% Tests:40% 45% Class work:25%25%

18 Unity of Lesson Design Goal: Diversity of Style Lesson Design Goal The lesson will implement strategies to: 1. engage students within the lesson 2. check for understanding within the lesson 3. ask effective questions to engage and monitor student learning. Does your team have a common vision of an effective lesson?

19 Unity of Coaching Goal: Diversity of Model Pre-conference, observation, post- conference coaching model Facilitating peer observations Co-teaching model

20

21 Support: Who Ya Gonna Call?

22 Support: We’re better together. "We could all use a little coaching. When you're playing the game, it's hard to think of everything." -Jim Rohn

23 Support: Trust your Partners Build your support team: Brainstorm Buddy Resource Guru Substitute Sage Empathetic Ear / Safe place to vent Friend Communication Coach Publishing Partner Laugh Lender Next to each role, put the name of someone you trust to support you.

24 Team: Trust the PLC No one of us alone is as smart as all of us together. Teachers and coaches team together to incorporate daily high quality teaching through lesson design and pedagogical content knowledge conversations. They hold each other accountable with goals that focus on and measure student learning.

25 Team: Trust & Build “Build for your team a feeling of oneness, of dependence on one another and of strength to be derived by unity.” -Vince Lombardy How Cohesive Teams Behave: They TRUST one another They ENGAGE IN UNFILTERED CONFLICT around ideas. They COMMIT to decisions and plans of action. They HOLD ONE ANOTHER ACCOUNTABLE for delivering against the plans. They FOCUS on the achievement of the collective goals. From The Five Dysfunctions of Team by Patrick Lencioni

26 Teams Trust the Data “Human beings, who are almost unique in having the ability to learn from the experience of others, are also remarkable for their apparent disinclination to do so.” -Douglas Adams Let the data speak Team accountability motivates professional growth

27 The One Thing You Need To Know T. R. U. S. T. T T ime R R elationships U U nity of Purpose S S upport T T eam: Accountable PLC


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