1. South Orangetown Council PTA Teacher Leadership: Role of Instructional Coaches Mindset: Developing a Growth Mindset Culture Presented by: Brian Culot, Assistant Superintendent for Curriculum and Instruction October 7, 2014

2. Instructional Coaches help create formal and informal teacher leadership opportunities to build the capacity of veteran, mid-career, and probationary teachers. Instructional coaches serve in three main capacities: Model lessons Plan differentiated professional development Provide students, teachers, and parents with their expertise and resources to deliver quality instruction. Instructional Coach Positions: Technology ELA/Social Studies Math Science Teacher Leader Instructional Coaches

3. Instructional Coaches Roles and Responsibilities: Focus on integration of learner active, technology infused classroom (LATIC). Plan job-embedded differentiated professional development to administrators and teachers Model lessons. Provide resources for students, teachers, and parents. Help implement units of study that are aligned with CCLS and NGSS. Revision of curriculum maps

4. District-Wide Professional Development Initiatives Lesson and Unit Planning Looking at student work Innovative Designs in Education (IDE) Instructional Rounds Enhance Web Presence Mindset

5. Top 5 Professional Development Activities 5 Please rank the top five professional development activities in which you would like to participate next year (2014-15). Using websites/blogs for student collaboration Google Apps for Education Aligning curriculum to the Common Core Standards All Kinds of Minds Collaborative Team Teaching

6. ELA Leadership Team Teachers College Reading and Writing Project learning progressions. Benchmark writing pieces K-12. Focus on reading and writing units across K-12. Teachers College Summer Institutes and Partnership

7. Math Leadership Team Work balance and maximize various resources to provide students with instruction that is aligned with the Common Core Math Standards. Identify math vocabulary to create word walls and other student resources. Implemented new elementary and secondary resources to enhance instruction. Identify online math programs to meet individual student needs. Work with coaches and consultants to deliver a consistent rigorous math curriculum.

8. New York State K-12 Social Studies Framework The New York State K-12 Social Studies Framework is designed to prepare students for college, career and civic life with courses that are rigorous and aligned to New York State Learning Standards, both Common Core and Social Studies. o History of the United States o World History o Geography o Economics o Civics, Citezenship, and Government Social Studies Leadership Team

9. Next Generation Science Standards STEM Climate Literacy Engineering (Coding, Robotics, 3D Printing) Starlab Science Leadership Team

10. Mindset

11. “The passion for stretching yourself and sticking to it, even (or especially) when it’s not going well, is the hallmark of the growth mindset. This is the mindset that allows people to thrive during some of the most challenging times in their lives.” -Carol S. Dweck http://www.huffingtonpost.com/salman-khan/the-learning-myth-why- ill_b_5691681.html?&ncid=tweetlnkushpmg00000023 Mindset

12. HabitFixedGrowth Taking on Challenges You feel that challenges are to be avoided. You look forward to challenges. Learning From Mistakes You see mistakes as failures. You may hide mistakes. You see mistakes as something you can overcome. You learn from them and apply what you learned. Accepting Feedback You feel that feedback is a reason to quit. You ask for feedback and use new strategies as a result. Practice You don’t practice and avoid it when you can. You see practice as a way of getting good at something. Perseverance (Focus) You stop trying at the first sign of trouble. You “stick with it” and keep working. Ask questions When confused, you don’t ask questions. You ask specific questions about the work you are doing. Taking RisksIf something is too hard, you stop working. If something seems hard, you work on it knowing you may make errors.

13. What can we do to support our children? Talk about effort and process rather than talent and being smart. Help your children to see success and failure not as reward and punishment but as information. Keep in mind that children will face failure (social, academic, etc.) and learning from this is what’s important. If your child can’t do something, remember, Not YET. If winning means being a winner, than losing must mean being a loser!

14. Talking to Your Children and Mindsets "In a fixed mindset students believe their basic abilities, their intelligence, their talents, are just fixed traits. They have a certain amount and that's that, and then their goal becomes to look smart all the time and never look dumb. In a growth mindset students understand that their talents and abilities can be developed through effort, good teaching and persistence. They don't necessarily think everyone's the same or anyone can be Einstein, but they believe everyone can get smarter if they work at it.” (Carol Dweck, 2014) https://www.youtube.com/watch?v=pN34FNbOKXc