Palm Springs California Mathematics Council Leadership Conference November 6, 2015 November 6, 2015

2 2  Discussion on coaching  How the RTC model is based on how people learn  Introduction to RTC and facilitative coaching  What RTC coaching looks like  Impact of RTC on teachers and students  Lessons learned and what needs to happen in schools Agenda

3 3 Coaching Has Different Definitions Discuss the similarities and differences of the following:  Instructional coaching  Consultative coaching  Cognitive coaching  Collaborative coaching  Transformational coaching  Facilitative coaching Shifting the focus on improving what is being taught rather than on improving the one who is teaching.

4 4 DevelopSolidifyPractice/Apply Launch Explore Discuss Launch Explore Discuss Launch Explore Discuss IdeasConcepts Definitions & Properties StrategiesAlgorithms RepresentationsTools Procedures Models Progressive Formalization From Hendrickson, Hilton, & Bahr (2010) How People Learn

5 5  The sheet you have been given is covered with scrambled numbers  You need to circle the numbers in order, beginning with the number 1  Do not cheat! For example, you cannot circle #8 before you have circled #7  Do not turn over the paper until you are told to start  You will have one minute to complete this task How People Learn

6 6  Now take a minute to look at the second Scrambled Numbers task individually. What do you notice about this version?  Turn to your neighbor and share your observations  When told to start you will have one minute to work on this second task How People Learn

7 7  How did it feel the second time?  Comparing the two versions of the Scrambled Numbers task, how were they different for you as a learner?  What made the difference? How People Learn

8 8 “Students who do not have a deep understanding of mathematics suspect that it is just a jumble of unrelated procedures and incomprehensible formulas.” Mathematics Framework for California Public Schools (2005), p. 5 How People Learn

9 9 “ “Teachers learn well just as students do – by studying, doing, and reflecting; by collaborating with other teachers; by looking closely at students and their work; and by sharing what they see.” Linda Darling-Hammond (1999), p. 12 How People Learn

10 “The environments in which most teachers work have been structured in ways that actually work against the kind of sustained collaboration that we have suggested is needed for significant and steady improvement.” Stigler and Hiebert (1999), p. 172 How People Learn

11  “To improve their mathematics instruction, teachers must be able to analyze what they and their students are doing and consider how those actions are affecting students’ learning.” (NCTM Principles and Standards, p. 18)  “Teachers learn just as students do – by studying, doing, and reflecting; by collaborating with other teachers; by looking closely at students and their work; and by sharing what they see.” (Darling-Hammond, 1999, p. 12) Theoretical Framework

12  A learning environment is needed to support generative change (Darling-Hammond, et al. 2009; Ball, 2002; Swafford, et al. 1999; Chapin, 1994; Little, 1993; Lave & Wenger, 1991)  Practical inquiry around student thinking similar to CGI (Carpenter, et al. 2000; Franke, et al. 2001; Carpenter, et al., 1999) Theoretical Framework

13  The traditional model of professional development tries to “fix” the teacher to improve student achievement ProfessionalDevelopmentTeacherLearningStudentAchievement Theory of Change

14  A student centered model focuses on student learning to foster teacher learning CollaborativeInquiryStudentAchievement Theory of Change

15  A student centered model CollaborativeInquiryStudentAchievementTeacherLearning ProfessionalDevelopment DesigningLessons Theory of Change

16  Daily collaboration around evidence of student learning  Focus on getting through to the students rather than getting through a textbook TeacherLearning Explore Establish Experiment Examine Student Learning Responsive Teaching Cycle (RTC)

17  Daily collaboration around evidence of student learning  Collaborative inquiry as ongoing, job-embedded professional development  Focus on getting through to the students rather than getting through a textbook Explore EstablishExperiment Examine Student Learning Responsive Teaching Cycle (RTC)

18 “To improve their mathematics instruction, teachers must be able to analyze what they and their students are doing and consider how those actions are affecting students’ learning.” NCTM Principles and Standards, p. 18 Responsive Teaching Cycle (RTC)

19  Professional development situated in the context of actual classroom teaching  Daily collaborative lesson planning  Reflecting and refining lessons based on ongoing recognition of student thinking  Activities adapted from Cognitively Guided Instruction (CGI) Responsive Teaching Cycle (RTC)

20 Helping teachers focus on getting through to the students rather than getting through a textbook. Brainstorm Create Discuss Evaluate Student Thinking Assess Responsive Teaching Cycle (RTC) What RTC Coaching Looks Like

21 Brainstorm Create Discuss Evaluate Student Thinking Assess Designing Lesson Activities Together A. Assess where the students are before the lesson  What are their strengths and abilities?  What are their gaps and struggles? B. Brainstorm strategies to address the needs of the students C. Create an activity to move students from A to B  How might we use their strengths to bridge their gaps?  What can we do to make the lesson accessible to all students? D. Discuss how to implement the activity Responsive Teaching Cycle (RTC) Helping teachers focus on getting through to the students rather than getting through a textbook.

22 Brainstorm Create Discuss Evaluate Student Thinking Assess Some Guiding Principles for Designing Lesson Activities  Help students make sense by building on prior knowledge and familiar contexts  Organize information & use patterns to promote explorations & develop critical reasoning  Connect concepts through multiple representations  Encourage student collaboration  Teach math as tools, not as a collection of topics Responsive Teaching Cycle (RTC) Helping teachers focus on getting through to the students rather than getting through a textbook.

23 Brainstorm Create Discuss Evaluate Student Thinking Assess Debriefing the Lesson D. Discus what the goal of the lesson was E. Evaluate how the lesson went  What worked in this lesson? What did you like about this lesson?  What didn’t work in this lesson? What didn’t you like in this lesson? A. Assess where the students are at now B. Brainstorm what could be done to make it better?  What can we do to make the lesson accessible to all students? Responsive Teaching Cycle (RTC) Helping teachers focus on getting through to the students rather than getting through a textbook.

24 Brainstorm Create Discuss Evaluate Student Thinking Assess What RTC Coaching Looks Like Helping teachers focus on getting through to the students rather than getting through a textbook.

25 Create a Draft of Assessment Brainstorm Learning Tasks Design Prototype Tasks Adapt & Adjust Tasks for Individual Needs TeachReflect on Student Learning Make Necessary Adjustments Assess (Quiz or Test) Standards (Periodic Assessments) Make Necessary Adjustments Reflect on Student Learning Identify Specific Learning Objectives

26 Brainstorm Create Discuss Evaluate Student Thinking Assess Implementation Guidelines  Coaching must be aligned with district instructional guidance systems  Coaching must be situated in the context of actual classroom teaching  Coaching must focus on collaborative lesson planning  Coaching must support reflecting and refining lessons based on ongoing recognition of student thinking What RTC Coaching Looks Like

27 Brainstorm Create Discuss Evaluate Student Thinking Assess What RTC Coaching is NOT  RTC is not telling  RTC is not training  RTC differs from mentoring  RTC is not therapy  RTC is not supervision (but effective supervisors can use RTC) The focus is on improving what is being taught rather than on improving the one who is teaching. What RTC Coaching Looks Like

28 Brainstorm Create Discuss Evaluate Student Thinking Assess What Coaches Should Do  Help teachers clarify goals & remind them of guiding principles (e.g., progressive formalization, how people learn)  Ask questions that focus on student learning  Invite teachers to share their ideas  Share ideas, and make them accessible  Be responsive to teachers’ concerns  Refocus the conversation when the discussion gets off track What RTC Coaching Looks Like Helping teachers focus on getting through to the students rather than getting through a textbook.

29 Brainstorm Create Discuss Evaluate Student Thinking Assess Questions Coaches Need to Ask  What might explain... ?  What should we have...?  Did we consider...?  I wonder what would happen if...?  What is another way we might...? What RTC Coaching Looks Like Helping teachers focus on getting through to the students rather than getting through a textbook.

30 Brainstorm Create Discuss Evaluate Student Thinking Assess 30 Co-Planning Tips  Use Google Hangouts to continue collaboration  Use Google Docs to share documents  Scan and save student work samples  Capture images of the whiteboard during teaching  Others? What RTC Coaching Looks Like Helping teachers focus on getting through to the students rather than getting through a textbook.

31 Brainstorm Create Discuss Evaluate Student Thinking Assess What Coaches Must Do  Understand local context and teacher needs  Use teacher knowledge to build new knowledge  Focus on student improvement rather than teacher development  Provide tools and resources  Focus on what works, but ask tough questions  Create the environment that promotes engagement through empowerment What RTC Coaching Looks Like Helping teachers focus on getting through to the students rather than getting through a textbook.

32 Brainstorm Create Discuss Evaluate Student Thinking Assess Sample Artifact Generated From RTC Meeting  Addresses student learning needs  Connected to teachers’ immediate lessons  Aligned to Common Core standards 32 What RTC Coaching Looks Like Helping teachers focus on getting through to the students rather than getting through a textbook.

33 From Smarter Balanced Assessments, MAT.06.TE.1.000EE.E.690 What RTC Coaching Looks Like

34 What RTC Coaching Looks Like

35 What RTC Coaching Looks Like

36 Student Improvement Through Teacher Empowerment  Funded by Improving Teacher Quality Grant to address algebra achievement gap between ethnicities  Professional development at three middle schools  Year 1 results of 3-year study:  What is the impact on algebra achievement of students whose teachers participated in PD?  What are the features of the PD that might account for the impact on students? Research on RTC Coaching

37 Research Questions  RQ 1: Impact on student achievement  Comparison of CST data of students (treatment and control  Student data based on “semesters” of teacher participation in RTC  RQ 2: Features of RTC that explain impact  8 observations of RTC sessions  2 interviews with each teacher leader  2 focus groups with research assistants Research on RTC Coaching

38 Research on RTC Coaching Implementation of RTC  Participating schools  3 underperforming urban middle schools, mostly EL  Summer component  6 teacher leaders trained in Cognitive Coaching  TLs engaged in RTC with rising 8 th graders who were “not ready” for algebra  School year component  Algebra classes at 3 middle schools  Teacher leaders led colleagues in RTC

39 Multiple Regression Analysis R-Square =.547, Adjusted R-Square =.545, Method = Forward VariableSlopeβtp 95% CI Lower 95% CI Upper Intercept CST CST PD (RTC) Extra Help Female GATE Filipino Asian Research on RTC Coaching

40 Research on RTC Coaching Fidelity of Implementation  Facilitation  Common course/common meeting time (1 or 2)  Freedom to determine agenda of meetings  Member-generated expertise  Synchronization at one site  Focus on concepts over textbook sections  Discussion of teaching approaches  Adaption of found and summer designed tasks

41 Impact on Teachers Qualitative Findings  Weak but increasing awareness of students’ learning needs  Shifting in locus of difficulty  Responsiveness to students’ learning needs  Modifying text-based lesson activities  Selecting/adapting summer-designed activities  Efficaciousness in responding to student needs  Adopting new leadership roles  Collaborating and supporting each other  Taking responsibility for student learning

42 How did RTC affect what teachers know about students?  Teachers increased their awareness of student thinking  Acquaintance with alternative solutions  Watchfulness of student misconceptions  Attentiveness to student attitudes  Responsiveness to student reasoning  Expectations of trajectories in student thinking  Teachers increased their application of their knowledge of student thinking  Guiding principles for lesson design Impact on Teachers

43 How did RTC affect teachers’ beliefs and practices?  Teachers increased their flexibility and resourcefulness  Reduced dependence on textbook problems to meet students’ needs  Designed lessons based on students’ learning needs  Teachers increased in their sense of efficacy and confidence to find instructional solutions  Attitudes about students  Attitudes about self  Teachers increased their interdependence and teamwork  During SITTE  After SITTE Impact on Teachers

44 Impact on CST Results in Independent Study Percentage of 8th graders scoring Proficient or Advanced on Algebra 1 CST Year 1 44 Impact on Students

45 Impact on Students How did RTC affect student performance?  Test scores improved  Statistically significant increases on CSTs  Treatment group out performed Asians, gifted-students  Grades improved  Pass rate increased  Perceptions of teachers improved  In-class performance and dispositions improved  Greater participation and higher engagement  Increased sense of efficacy and perseverance

46 What Needs to Happen?  What elements of this coaching model did you like?  What elements have we not considered?  What would it take to make this work in your school? Discussion

47  Students need opportunities to learn in new ways and to engage in mathematical tasks that promote mathematical understanding.  Teachers need practice in finding solutions to their students’ learning needs and in implementing good teaching practices.  Leaders need to create and support opportunities for teacher collaboration by trusting teachers to find solutions to their students’ learning needs.  Professional development must empower teachers to construct their own learning. What Needs to Happen

48 What Needs to Happen Leadership needs to shift “from one of bureaucratic authority, where change is led by telling and selling, to a leadership style of protecting commitment to shared values determined by teachers engaged in a collaborative and co-creative process.” Kanold (2006), p. 32

49 It’s Done For Teachers, Not To Teachers Coaching must be focused on what teachers want to help them improve student learning. It Takes Teamwork Coaching requires a collaborative effort for teachers to find what works for them where they’re at. It’s About Time Space and time must be created to allow teachers to work as a team to find solutions to their own students’ needs. What Needs to Happen

50 THANK YOU 50