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How do we coach teachers to improve their practice to produce students who think?
Our School Mrs. Waddles Mr. Hopper Mrs. Flier Ms. High Stepper
Mrs. Waddles has a 3 rd grade classroom. She always produced good results and planned great activities for her students. The school wide literacy strategy this year is text dependent questions. How do we improve Mrs. Waddles’ practice to produce students who think?
Align Lessons- CCSS Instruction -aligned & inspired Text complexity and range of texts Units that go deep with inquiry Big ideas themes Differentiated lessons Student-directed lessons Think About: Know the CCSS Embrace Appendix A, B
Common Core Mastery App Standards AND Appendices A,B
Coaching Conversations Awareness of learning goal Task aligned to CCSS Tasks appropriate level of complexity? What students should be able to do? Does the task require HOT? How do kids know when successful ? Think About: Reflection Leads to Correction
Invite Me Back Student work samples Developing two-way talk Exchanging ideas with teacher Fostering student-centered inquiry Invitation to see lesson ideas unfold Think About: Inspect What You Expect
Principle 5 Have Data-Informed Peer Conversations
Peer Conversations Providing time for peer collaboration Continuing data conversations Focusing on what students are learning Facilitating data dialogues What? So What? Now What? Providing insight on best practices Think About: Staff Development From the Inside Out
Walk in, Talk it Out! Align Lessons to CCSS Coaching Feedback Invite Me Back Peer Conversati ons School Lead er’s Guide to Coaching & Feedback
Remember Mrs. Waddles? How would you coach her?
Three Phase Model Talk-Through-I Do Modeling and Talk Aloud Walk-Through-We Do Guided Classroom Practice Drive-Through-You Do Independent Student Performance
TEACHER RESPONSIBILITY STUDENT RESPONSIBILITY “ I do it ” Purpose and Modeling Guided Instruction Productive Group Work Independent Learning “ We do it ” “ You do it together ” “ You do it alone ” Demonstrate new strategies and skills Establishes purpose for learning today and makes learning relevant Models, scaffolds, and coaches Uses questions, prompts, and cues to guide learning Matches group members and tasks carefully Plans purposeful learning activities Facilitates group interactions Creates engaging assignments Assists as needed Extends learning through synthesis and evaluation Creates new understandings Consolidates understanding through interactions with peers Uses academic language and argumentation skills Applies new learning with guidance Responds to questions, prompts, and cues Observes and questions Participates in learning and reflections
Mr. Coacher Conference I Do…….. Coaching Form Observation Focus (aligned to CCSS) How is the lesson a part of a unit? What did the teacher want students to be able to do at the end of the lesson? Did the teacher create, develop, or enrich curious students by focusing on the process and not the answer? College Career Ready: Does the task require students to think and use information from the text? How do students know when they’re successful and can all learners succeed? Invite Me Back!-Agree upon a suggestion that is observable
TTYPA… Giving constructive feedback is difficult because…
Gradual Release of Responsibility We Do Together…..
Mr. Hoppers’ 2 nd graders love to come to school. His students love the energy in the classroom. To keep his students engaged he has developed mnemonic devices to encourage listening and explicit attention to text, illustrations, and talk. How do we improve Mr. Hopper’s practice to produce students who answer questions with information stated in the text as opposed to answering questions from only experiences.
Mr. Coacher Conference AB Partners A-Coach Observation Focus (aligned to CCSS) B-Coach Observation Summary: I noticed that your lesson was…… It is evident that your lesson focused………. A-Coach Invite Me Back! Agree upon a suggestion that is observable
TTYPA-Review (Reflect upon the video and conversation) Giving constructive feedback is difficult because…….. Is there anything you would change?
Take Away Ideas What will you change? 1. One take away that you will incorporate immediately that will make a difference. 2. One long term take away you will work to develop that will make a difference.
Daylight Saving Time Reminder! Turn the clocks back one hour before you go to bed on Saturday, November 2. Daylight saving time officially ends at 2 a.m. on Sunday, November 3, 2013.
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Principal Leadership in the Common Core: Coaching Conversations Robin Fogarty & Associates Rebecca L. Stinson email@example.com Robin Fogarty firstname.lastname@example.org