TDSB Math Coaches March 2009

Agenda Welcomes Logistics TDSB Beliefs Coach Actions

Welcome Please write one question that you have about what this is all about.

Welcome Please read your question and introduce yourself.

Logistics Communicating - Schools involved When at the school… How teachers will contact coaches How to submit invoices Materials Other in-services

TDSB Beliefs about the Teaching of Math Teaching through Problem Solving  3-part lesson  Open-ended problems  Open-middle problems  Congress and Bansho  Concepts are developed through student-to-student conversations around good problems based on big key ideas of Mathematics  Proficiency is developed through strategies such as mental math strings, math games, application, conversations Assessment for learning and good Questioning skills are key aspects for learning

TDSB Beliefs about Teachers All teachers have the goal of teaching well  Teachers become better teachers when they are willing participants in their direction of learning  Teachers become better teachers when the study they undertake is job embedded

TDSB Beliefs about Coaches Keys to effective Coaching..  Trust and respect  Co-planning is essential  Sharing observations about student learnings  Deciding together about teacher moves While planning While in the classroom

Co-teaching as a professional development tool for teacher learning What, How and Why?

What is co-teaching? Co-teaching is far more than having two teachers teaching together in a classroom…

What is co-teaching? Co-teaching is a process whereby a group of teachers Think through a lesson - focus on one of the dimensions  Consider possible student responses  Consider possible questioning strategies  Other… Observe a lesson with a focus on student learning and teacher-to-teacher problem solving Reflect

What is co-teaching? Any additional teachers focus on classroom observations of student learning – the additional teachers listen but do not interact with the students During the classroom component of co-teaching, the regular classroom teacher partners with one or two co- teachers.

Before the Classroom Observation… Thinking Through the Lesson I’m glad we’re using my classroom for our co-teaching today. Thanks for letting us learn through your students! We have about 60 minutes to talk before class starts.

Before the Classroom Observation… Thinking Through the Lesson Yesterday, what we were doing was … and what I noticed was that my students were … Here is what I’ve planned so far for today. Let’s try today’s problem. I did it this way. How did you do it?

Thinking About the Lesson My kids would likely do this… Mine might do that too… they also might do this…

Thinking About the Lesson The big mathematical idea of this lesson that I would want my students to learn is … is this what you think too?

Thinking About the Lesson I think that my students would have a misunderstanding about this…. What questions do you think I should ask them to challenge their misunderstandings?

Thinking About the Lesson Let’s get ready to go to your classroom. I’ll be co-teaching with you during the lesson. I’ll pipe in and add my 2 cents worth if I see an opportunity. We’ll also talk a lot together to do on-the-spot adjustments to our lesson based on our assessment of the students’ understanding. If I have a question about how to probe a student’s thinking or about what to do, let’s talk. Definitely

Thinking About the Lesson We’ll listen in on the conversations you have. OK? Absolutely. Especially since there are only two of you as observers. If I have a question about how to probe a student’s thinking or about what to do, let’s talk. Definitely

Thinking About the Lesson What else do we do during the lesson?

Thinking About the Lesson The two of you will be watching. Listening. Making notes about what you see the students doing.

Thinking About the Lesson You won’t be directly talking with the students. But you can move around the classroom as you watch.

Thinking About the Lesson I’ve made a copy of my seating plan. You can use it while you watch and observe.

Co-teaching – classroom component Teachers then move to the classroom. The co- teachers teach while the observers observe!

Teacher Observers What are students learning? How do I know?

Classroom teacher and co-teacher Problem solve Talk Work together

Reflection – T2T talk What surprised you? Why? What were the big math ideas you saw kids learning? How do you know they were learning this? What were the strategies you saw students using? What questioning supported students moving forward in their understandings? What next?

What, How and Why? Level of Impact/ Components of Training Awareness Plus Concept Attainment Skill Attainment Application and Problem Solving Presentation of Theory85%18%5% to 10% Modeling85%18%5% to 10% Practice and low-risk feedback 85%80%10% to 15% Coaching, Study Teams and Peer Visits 90% 80% to 90% Bennett, Joyce and Showers, 2002

Replying to Requests – a case study