2. Bell Ringer What did you do to motivate students in the first few weeks of school?

3. Clear Learning Goals  Recognize the difference between evidence, bias, and interpretation.  Compare and contrast the connection between your values and beliefs and your ability to confront the brutal facts  Analyze the plans and supports we have in place for our students

4. List the qualities/traits of a great coach you remember

5. Discuss with your table group and decide on the most important quality… this can be one sentence or phrase

6. What is the difference between coaching and evaluation? Coaching Evaluation

7. What is the intent/ purpose of coaching?  A means for learning and development  Guiding someone toward his or her goals  Mutual sharing of experiences to create outcomes

8. Coaching is not….  An oppportunity to correct someone’s behaviors or actions  Directing someone to take actions to meet goals  Being the expert with all the answers

9. What is the intent/ purpose for evaluation?

10. The principal is the evaluator and coach. The teacher leader is a COACH!

11. As a coach you must be able to accurately give feedback in order to help teachers grow

12. Let’s Review the Framework

13. What you will be doing

14. What drives you crazy when you walk in a classroom?

15. LET’S SHARE!

16. BIAS

17. Be careful with your Bias!

18. Record as evidence only what you see or hear—not your interpretation of what you see or your opinion about it.

19. Most events in a classroom contain evidence for more than one component. Most events in a classroom contain evidence for more than one component. Evidence is not always evenly distributed throughout a lesson. ​ Evidence is not always evenly distributed throughout a lesson. ​

20. Let’s Take a Quiz:

21. The teacher circulated throughout the entire room while the students worked in their groups. EvidenceInterpretationBias The answer is: This is an evidence statement because it describes what the teacher did.

22. The last activity, a discussion of the key scene, was rushed. EvidenceInterpretationBias The answer is: This is an interpretive statement about what might have been seen or heard in the lesson. It would be evidence to say that the last activity, a discussion of the key scene, was completed in two minutes. The teacher asked one question and one student responded.

23. The teacher said that the Civil War was a tragedy for U.S. civilization. EvidenceInterpretationBias The answer is: Although, the teacher is stating an opinion, this is an evidence statement because it describes what the teacher said during the lesson.

24. To reduce the chaos in the classroom, the teacher should rearrange the tables. EvidenceInterpretationBias The answer is: This is biased statement because it suggests a personal preference for a certain room design. This statement should be rewritten as several statements, including one that describes how the tables are arranged in the classroom (e.g., Student desks are grouped into four, with students facing each other.). Other statements would describe student behavior that the observer has interpreted to be chaotic (e.g., Students are talking loudly with each other. Some students cannot hear each other talking. Students get up to retrieve materials whenever they need them. Students do not return the materials when they are finished with them.).

25. Sixteen of the 28 students were out of their seats and were not working on the assignment. EvidenceInterpretationBias The answer is: This is an evidence statement that describes student behavior and that provides a specific number of students.

26. The students were not sure how to complete the activity. EvidenceInterpretationBias The answer is: This statement is an interpretation of what someone might have seen or heard. Evidence would describe what was actually seen or heard. For example, it would be evidence to say that after the activity started, many students asked questions about what they were supposed to be doing in the activity.

27. My students are reading three levels below grade level My students are reading three levels below grade level My students do not know basic math facts My students do not know basic math facts My students are not motivated to learn My students are not motivated to learn

28. Graves County Belief #1 All students can learn andAll students can learn and rise to our expectations.rise to our expectations.

29. Mastery teaching means understanding that expectations say more about your own sense of efficacy than they do about your students’ abilities. Mastery teaching means understanding that expectations say more about your own sense of efficacy than they do about your students’ abilities. Confronting the brutal facts of their reality while maintaining unwavering faith that they will find a way to prevail with all of their students. Confronting the brutal facts of their reality while maintaining unwavering faith that they will find a way to prevail with all of their students.

30. Have we ever thought that low expectaions say more about what we think of our own abilities than they do about our students abilities?

33. Three Thoughts: Make a prediction Make a prediction Ask a question Ask a question Make a comment Make a comment Clarify something Clarify something Make a connection Make a connection Summarize Summarize

34. What is the connection between your values and your ability to maintain unwavering faith?

39. How are the supports we should put in place for advanced students similar to the supports we have in place for struggling students?

41. Exit Slip: Reflect over today… List the top two takeaways you think is imparitive to have with the teachers in your building and how you will do so.