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Principal Leadership in the Common Core Coaching Conversations Rebecca L. Stinson, MEd & Robin Fogarty, PhD.

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Presentation on theme: "Principal Leadership in the Common Core Coaching Conversations Rebecca L. Stinson, MEd & Robin Fogarty, PhD."— Presentation transcript:

1 Principal Leadership in the Common Core Coaching Conversations Rebecca L. Stinson, MEd & Robin Fogarty, PhD

2 . Presentation Materials Login: CEL3 Password: materials. Wi-Fi SSID: Meeting-Cosmopolitan PIN: CEL2013

3 Room Overcrowding Meeting rooms that fill to capacity will be restricted. In compliance with fire regulations, Standing Room is Not An Option. Please find a seat or find another session to attend. All Friday and Saturday morning sessions will be repeated in the afternoon. Thank You!

4 How do we coach teachers to improve their practice to produce students who think?

5 I choose “C” Video

6 The Three Musketeers

7 Agree or Disagree: There is little truth in this depiction. Justify. Partner 1 The Three Musketeers

8 Agree or Disagree: With #1. Justify Partner 2 The Three Musketeers

9 Determine one thing we could do differently. Partner 3

10 How do you have constructive conversations that move teachers along their professional journey?

11

12 Our School Mrs. Waddles Mr. Hopper Mrs. Flier Ms. High Stepper

13 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?

14 Meet Mrs. Waddles

15 Coaching and Feedback Align Lesson to CCSS Walk in Talk it out COACHING CONVERSATION Invite Me Back Peer Conversations

16 Walk in, Talk it Out! Align Lessons to CCSS Coaching Feedback Invite Me Back Peer Conversati ons School Leader’s Guide to Coaching & Feedback Flip Book

17 Feedback Is difficult because... Back of Flip Book

18 Principle 1 Walk In! Talk it Out!

19 Walk in, Talk it Out! Align Lessons to CCSS Coaching Feedback Invite Me Back Peer Conversati ons School Leader’s Guide to Coaching & Feedback Flip Book

20 Walk in, Talk it Out! Teach the Process as Content Think About… Rich content, relevant thinking Rigorous performance Who’s doing the talking Level of student responses Student behaviors

21 Principle 2 Align Lesson to CCSS

22 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

23 Common Core Mastery App Standards AND Appendices A,B

24 Principle 3 Facilitate Coaching Conversations

25 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

26 Principle 4 Invite Me Back

27 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

28 Principle 5 Have Data-Informed Peer Conversations

29 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

30 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

31 Remember Mrs. Waddles? How would you coach her?

32 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

33 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

34 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

35 Remember Mrs. Waddles? Invite Me Back…..

36 TTYPA… Giving constructive feedback is difficult because…

37 Gradual Release of Responsibility We Do Together…..

38 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.

39 Meet Mr. Hoppers

40 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

41 TTYPA-Review (Reflect upon the video and conversation) Giving constructive feedback is difficult because…….. Is there anything you would change?

42 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.

43 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.

44 Scan this QR Code to evaluate your sessions or go to

45 Principal Leadership in the Common Core: Coaching Conversations Robin Fogarty & Associates Rebecca L. Stinson Robin Fogarty

46 Technology Tools “Wordle”

47 Padlet Aka / Wallwisher Insist on Results

48 QR Codes Need QR Readers App QR Generator Website Preview Safe Website

49 140 Characters Rigorous Twitter


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