November Kris Lindeblad

Welcome! Goals for Today 1.Enjoy math with our colleagues. 2.Share coaching ideas with one another. 3.Look at vertical alignment of the standards. 4.Evaluate the current progress in our schools. 5.Learn (or revisit) strategies for continuing coaching work.

What Is A Math Coach? A math coach…  Supports mathematics learning.  Supports teachers.  Improves students’ learning.  Improves teachers’ teaching.

Coaching Responsibilities Work with teachers to improve achievement Manage and control curriculum and instructional materials Manage professional development Monitor program implementation Maintain and share best-practice research Build collaborative teams Gather, analyze, interpret and communicate data to inform instruction Build the mathematics program by using its strengths and reducing its weaknesses Build Trust Accommodate adult learning styles LATHER, RINSE, REPEAT!

A Little Math Game Crossline! An example of a topological network. Rules: 1. The initial segment must connect two non-adjacent dots. 2. Subsequent segments must connect two dots and cross exactly one other segment.

Continuing the Work Discuss with an elbow partner: 1. The strategy I use most often when coaching teachers is … 2. My teachers expect me to …

Entering the Classroom What you do in classrooms sends messages! Avoid lecture days and test days – You need to participate! Move around the room, assisting students and fitting into the lesson.

Co-Planning Coaches can affect classroom instruction by affecting teachers’ planning. Lessons planned by coaches will not likely be implemented and, in fact, will undermine true collaboration. Effective coaching requires face-to-face, side-by-side contact with teachers on a continuing basis.

Co-Planning Co-plan means Collaborative planning. Co-planning can flow from new textbooks, new standards, new technology, etc. Plan specific times to co-plan. When rapport is right, move to co- teaching.

Co-Teaching Co-teaching is not the same as demonstration teaching. Co-teaching provides for non-threatening introduction to new instructional strategies. Primary and support roles change throughout class session.

Primary Teacher The primary teacher… 1. Decides on the learning goals. 2. Determines the flow of the lesson. 3. Directs the learning activities. 4. Determines the timing of the lesson. 5. Summarizes the learning.

Support Teacher The support teacher… 1. Follows the pace and flow of the primary teacher. 2. Supports the work of individual students or small groups. 3. Conducts one or more of the lesson components. 4. Monitors activity and student work in the classroom

Co-Teaching If the support teacher is leading one component of the lesson, the primary teacher moves around the room monitoring students. Primary teacher is responsible to transition into summary. Transitions may feel awkward until you have done this a few times. The classroom teacher is ultimately responsible for instruction.

Break!

Digging Dinosaurs In your group find all of the appropriate grade level standards for each part of “Digging Dinosaurs.”

Digging Dinosaurs Send a team member to another group. Share your ideas about the standards. Bring the information back to your group. What would you add to the problem to get it to the standards you have selected for each grade level? What surprises you about the standards at different grade levels?

Current Classroom Beliefs Mathematics is memorization and procedure. The way to be good at mathematics is to recite and to be quick. Mathematics is a filtering system. Historically, students have been given the right to attend school rather than the right to learn. (DuFour) Teachers have minimal effect on learning. Most students who can learn the material will.

Recitation Model (NRC) 1. Review of previous material and homework 2. A problem illustrated by the teacher 3. Drill on low-level procedures that imitate the teacher 4. Supervised seatwork 5. Checking of seatwork problems 6. Assignment of homework

Natl. Research Council All students can learn. Teachers believe math is valuable and when students don’t understand, they take steps to intervene. Teachers can teach the students. The design and presentation of engaging activities determines the success of students. Mathematics is conceptual and developmental. Rules and procedures are not learned and discarded after a test but used as a foundation for deeper learning.

A Newer Model Setting the Stage  provocative question or situation  visualization with physical models or graphics  Building on informal knowledge and previous learning Exploration  Learning centers  Cooperative learning  Finding patterns or generalizations Summarization  Restating in another medium  Making connections through reflection

Evaluating Your Situation This is a private reflection time. Look at Indicators That Signal Positive Trends. What can you say is true in your school? Complete the Status Report for your school by estimating the number of teachers that fit into each category. (Start with the side that says ”Current.”)

Setting Goals After looking at the two documents, determine the areas in which you would like to work most this year. What is something you would like to learn more about? What are you proud of?

Making a Commitment Pick one thing you would like to continue to work on this year. Give One - Get One Move around the room sharing your ideas with one other person at a time. Complete 5 rounds. Practice your best active listening and coach questioning strategies.

Lunch! Return at 1:00

Round Robin Panels Form a color group. Number 1 – 4. There are 8 panel “stations” around the room. Each person will attend 2 panels. When you get there, please take responsibility to share your insights and to ask questions of your colleagues.

Panel Topics 1. Enrolling teachers and building trust 2. Supporting new standards 3. Learning focused conversations 4. Challenging teachers 5. Finding good resources 6. Managing time 7. Communication with the system 8. Favorite coaching strategies

Break!

Sort It Out Line up by birthdays… New groups of four.

The Big Four Management for learning environment Mathematical content for teaching Pedagogy supported by best practice Assessment for learning

The Case of Trevor Read The Case of Trevor. In your groups of four, identify what you know about Trevor and his classroom. Identify what you infer about his classroom. Answer the questions on the Case

Ending Our Days Take a minute to reflect… What did you learn or think about yesterday or today? What idea will you take with you? How will you hold your thinking “back on the ranch?”

Thank you! Please complete the evaluation. Thank you for everything you do on behalf of students.