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“To Coach or Not to Coach…What is the Payoff?” National Council of Supervisors of Mathematics April 24, 2012 Philadelphia, Pennsylvania Lee Ann Pruske,

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Presentation on theme: "“To Coach or Not to Coach…What is the Payoff?” National Council of Supervisors of Mathematics April 24, 2012 Philadelphia, Pennsylvania Lee Ann Pruske,"— Presentation transcript:

1 “To Coach or Not to Coach…What is the Payoff?” National Council of Supervisors of Mathematics April 24, 2012 Philadelphia, Pennsylvania Lee Ann Pruske, Math Teaching Specialist, Astrid Fossum, MPS/GE Foundation Teacher Leader, Cynthia Cuellar Rodriguez, Math Teaching Specialist,

2 A little bit about MPS…  175 schools  80,500 students  5,000 teachers  Largest school district in Wisconsin  83% low income  86% minority  20% special education  10% ELL

3 Session goals  Examine a progression used to develop leadership and coaching skills.  Consider change and growth as a developmental process.

4 Leadership Essential Questions  What are the elements of a highly effective mathematics coach?  What support can we provide to build coaches capacity?  Most importantly….this develops over time!

5 Leadership Goals  To support MTLs as they build relationships with colleagues to ensure high expectations and equitable and meaningful mathematics for all students.  To develop and strengthen the MTLs ability to serve in a coaching capacity.  To strengthen the MTLs understanding of the change process in order to move the school toward increased student achievement in mathematics.

6 Leadership and Coaching Skills Progression Resources The PRIME Leadership Framework, Assessment Principle, NCSM Concerns Based Adoption Model, (CBAM) Leading in a Culture of Change, Michael Fullan The PRIME Leadership Framework, Assessment Principle, NCSM Concerns Based Adoption Model, (CBAM) Mentoring Matters, Lipton & Wellman The PRIME Leadership Framework, Equity Principle, NCSM Concerns Based Adoption Model, (CBAM) Mentoring Matters, Lipton & Wellman Mentoring Matters, Lipton & Wellman Taking the Lead, Killion & Harrison

7  “A full day every month of training in unheard of in most fields, but because of the MTSs, we have very thoughtfully planned training every month to help us do our jobs better so that we can help teachers do their jobs better so that students can learn and achieve.” (MTL)

8 Formative Assessment Mathematics Content Knowledge Leadership Three Pillars Professional Math Learning: Monthly MTL meetings UWM-MMP courses

9 Framing the sessions…. Leadership of Others Engage teachers in the development and implementation of lessons that reflect the importance of relevant, meaningful mathematics. The PRIME Leadership Framework, NCSM

10 Stages of Concern  IMPACT 6 Refocusing 5 Collaboration 4 Consequence  TASK 3 Management  SELF 2 Personal 1 Informational 0 Awareness The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation.

11 December 2010 Professional Learning Task  Scenarios With you partner, read the scenario Identify the inequity Develop an initial coaching question that might help you identify a possible Stage of Concern Discuss possible responses to the scenario Develop next steps for the MTL that would help move the teacher through the stages of concerns in order to address the inequity

12 January 2011 Professional Learning Task Let’s Rewrite those Questions!  With your group, choose one scenario to focus your attention.  Rewrite the poorly written question into an effective coaching question. Remember… Stage of Concern (Write after the question) Invitation (Underline), Cognition, Topic Positive presuppositions (Box) Plural forms (Circle) Exploratory language (Circle)  Record your rewritten question on chart paper and post it on the wall. Label each part of your question according to the bullets above.

13 Outcomes Components KnowledgeSkillTransfer (Implementation) Presentation of Theory 10%5%5-10% Modeling30%20%5-10% Practice and Low Risk Feedback 60% 10-20% Coaching Study Teams Peer Visits 95% Beverly Joyce and Bruce Showers (2002) Student Achievement Through Staff Development

14 Testimonials  “I have gained so much…I have learned to ask questions, mentor people, lead people, but most importantly, I’ve learned leadership of self. I have learned to become a powerful voice in the area of mathematics.” (MTL)  “It is valuable to learn about the process of change and how this can be applied to our work in schools. I am more aware of paying attention to ‘where people are’ in their teaching process and helping them move from where they are. The practice conversations are so helpful.” (MTL)

15 WKCE Mathematics Trends, Milwaukee Public Schools Gr Gr Gr Gr Gr Gr Gr Percent of Students Proficient & Advanced, WKCE & WAA Combined, Milwaukee FAY. WINSS (http://dpi.wi.gov/sig)

16 Reflections:  The use of a leadership and coaching progression to guide reform.  Change is incremental for individuals, schools, and districts.  Revisions with the Common Core.

17 MMP website This material is based upon work supported by the National Science Foundation Grant No


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