1. Welcome all Math Coaches!!! Please meet with your Regional PLT groups until 9:40.

2. Instructional Coaching A Partnership Approach to Improving Instruction By Jim Knight

3. Tentative Schedule: December – Jim Knight work January – Jim Knight work February – work with Val Faulkner March – Jim Knight work April – Partners Training – 4 th Grade May – Partners Training – 2 nd Grade June – Partners Training - Kindergarten

4. Getting to know each other better: If you had the opportunity or ability to change jobs overnight (no matter about education, experience, etc…,) what dream job or field would you want to enter?

5. Is it easy to lead change? Think of a change you have gone through as a Math Coach that was successful and another that was unsuccessful. What accounts for the difference? Making change - Why are we here? Is it worth it?

6. Commercial Break!! What is happening at your school?

7. 5 Key points to building a coaching program – by Jim Knight Everyone – page 26-27 Group #1 – page 27 Top-Down and Bottom-Up Group #2 – page 27-28 Easy and Powerful Group #3 – page 28 Self-Organizing and Highly Organized Group #4 – page 28-30 Ambitious and Humble Group #5 – page 30 Engaged and Detached Everyone – page 30-31 Summary

8. Forms of Coaching Review of Instructional Coaching: (review from Math Coach Meeting – September 14, 2009

9. Review – What is the Role of a Math Coach? Evaluate your role as a Math Coach: 1. Highlight items on the page that reflect what you have done at your school. – (use What instructional coaches do article) 2. Review your role: What does your Coaching look like? (complete box 1 and 2)

10. Setting and Evaluating Goals Take a moment and look at your goal sheet from earlier in the year. 1.Have you met any of your goals? 2.Do you need to make changes? 3. Are there any other goals you would like to work on or add? 4. Do you have documentation that you have completed or are working on that goal?

11. Overview of Why Coaching? (Jim Knight Video Clip #1)

12. Questions 1) What are your experiences with traditional one-shot professional learning? When have those sessions helped, and when have they been less than helpful? 2) What kind of support is most important for helping teachers learn?

13. Why Questions? Why did you become a Math Coach? What road blocks have you encountered and why are they there?

14. What’s in the Book Page 14 and 15 – Ch. 2 What does Coaching Look like? Ch. 3 What is the Partnership Philosophy? Ch. 4 Partnership Communication Ch. 5 Getting Teachers on Board and Finding a Starting Point

15. What’s in the Book cont. Ch. 6 Modeling, Observing, and Collaboratively Exploring Data Ch. 7 Focusing on the Big Four – Behavior, Content Knowledge, Direct Instruction, and Formative Assessment Ch. 8 How Coaches can Spread Knowledge Ch. 9 Coaches as Leaders of Change

16. Commercial Break!! What is happening at your school?

17. The term Coach - What does it mean? (page 15) Drawing a picture describing a Coach without words – can you do it? What does your picture look like?

18. Chapter 2 - (page 19/20) What Does Coaching Look Like? (Complete a Time Chart for the work that you do)

19. (page 20-22) The Biggest Fear – Will teachers want to work with me? Moving away from evaluator to a partner in learning (Complete box 3)

20. Introduction to the Big Four Groups of four – share your assigned Big Four Page 23 1. Behavior 2. Content Knowledge 3. Direct Instruction 4. Formative Assessment

21. Partnering with the Principal page 32 Three variables for having a successful coaching program: 1. The coach has received appropriate professional development in what and how to be a coach

22. 2. Coaches have the discipline, skills, and personality required to be effective coaches 3. Coaches are working in schools with principals who are effective instructional leaders. (Jim Knight video Clip #2)

23. Questions 1. What are some strategies you recommend for starting the coaching relationship – what have you done in your school building? 2. What does a principal-teacher-coach relationship look like? 3. What supports are most important for helping teachers implement new practices? (complete box four)

24. Review: An Instructional Coach… 1. Is on site 2. Is a professional developer 3. Partners 4. Shares proven research-based practices.

25. Seven Principles What is the Partnership Philosophy? – page 37 1. Equality – page 40 2. Choice – page 41 3. Voice – page 43 4. Dialogue – page 46 5. Reflection – page 47 6. Praxis – page 49 7. Reciprocity – page 50

26. Questions to Ponder 1. Is there a partnership principle that you see as being most important? 2. Is it possible for coaching to occur when you don’t develop a partnership relationship with teachers?

27. (Video Clip from Jim Knight #3) Discuss a time when one of the principles personally affected you in real-life instructional coaching experience.

28. CASE STUDY Answers – What are you thinking?

29. Article: INSTRUCTIONAL COACHES MAKE Progress through partnership Intensive support can improve teaching Are you creating a Partnership???

30. What are the key points? Group #1 – page 32 and What a Coach does (pg33-34) Group #2 – What does the project look like and How does it spread? (page 34-35) Group #3 – How are Instructional Coaches selected and How do Instructional Coaches learn their job? (page 35-36) Group #4 – What have we learned / Conclusion / Results from the past two years (pages 36-37)

31. Self REFLECTION: Using the Math Coach/Math Expressions Observation Tool how are you looking?

32. Math Coach Meeting Reflection Form – Keep the white copy and turn in the yellow copy