1. Discourse Discourse How can discourse be a significant means to formulate and articulate thinking? WERA March 27, 2008 Alisa Griffen, Laura Phillips, Nancy Coogan

2. Discourse in the classroom: all class, small group, partners, teacher/student discourseDiscourse in the classroom: all class, small group, partners, teacher/student discourse Discourse with professional developmentDiscourse with professional development

3. Triangle of Discourse Content Standards Content Standards Conditions Set in Classroom Inquiry as a Learner

4. Teaching Dilemmas Before Accountable TalkingAccountable Talking On-TaskOn-Task Focused on the TopicFocused on the Topic CorrectCorrect Proof of UnderstandingProof of Understanding

5. Persuasive Language/StrategiesPersuasive Language/StrategiesPersuasive Language/StrategiesPersuasive Language/Strategies

6. Persuasive Strategies chartPersuasive Strategies chartPersuasive Strategies chartPersuasive Strategies chart

7. Skip the Soda Seattle Times What content language can you predict based on the text? What habits of mind do you expect to see? What classroom conditions are in place that support discourse?

8. Teaching Dilemmas Now Natural TalkingNatural Talking EngagementEngagement Elaboration/Extending thoughtsElaboration/Extending thoughts AssessmentAssessment

9. Coaching Conversation How does this coaching conversation show evidence of the varying vertices of “the triangle”?How does this coaching conversation show evidence of the varying vertices of “the triangle”?

10. Triangle of Discourse Content Standards Content Standards Conditions Set in Classroom Inquiry as a Learner What evidence did you have of the varying points of the triangle?

11. Coaching Perceptions and Dilemmas Turn and Talk

12. Coaching Dilemmas Then What does a coach do?What does a coach do? What are the implications of doing “things” that may not maintain the integrity of the coaches role? – varying perspectiveWhat are the implications of doing “things” that may not maintain the integrity of the coaches role? – varying perspective How do I graciously support teachers and administrators which make requests that may not be my role?How do I graciously support teachers and administrators which make requests that may not be my role? How do I understand the content and developmental appropriateness of my knowledge in the context of each individual’s classroom experience?How do I understand the content and developmental appropriateness of my knowledge in the context of each individual’s classroom experience? How do I build relationships with administrators, teachers and teams that are most beneficial to student learning?How do I build relationships with administrators, teachers and teams that are most beneficial to student learning? How should a coaching conversation go?How should a coaching conversation go?

13. Coach/Consultant Roles Relationship based: side by side/long termRelationship based: side by side/long term Pre-brief/DebriefPre-brief/Debrief Individualized for specific teacher needs based upon student next steps.Individualized for specific teacher needs based upon student next steps. District wide initiativesDistrict wide initiatives Intensive side by side: Usually with observers Pre-brief/Debrief Awareness of disparity in content knowledge versus structural implementation in the classroom. National perspective

14. Coaching Dilemmas Now How do I provide continual and varied levels of support for each individual, team and building as a K-12 system?How do I provide continual and varied levels of support for each individual, team and building as a K-12 system? How are the conversations being had build sustainable capacity?How are the conversations being had build sustainable capacity? How do I use the assessment I receive in my coaching, facilitation, and classes help identify next steps for our system’s professional development?How do I use the assessment I receive in my coaching, facilitation, and classes help identify next steps for our system’s professional development? What are the implications of the structure of professional development for individuals, teams, grade levels, buildings, vertical teams, etc.?What are the implications of the structure of professional development for individuals, teams, grade levels, buildings, vertical teams, etc.? How can a coaching conversation had with ______ build my understanding and be shared with other colleagues?How can a coaching conversation had with ______ build my understanding and be shared with other colleagues? How do I capitalize on powerful student learning situations and have those teachers share as professional development?How do I capitalize on powerful student learning situations and have those teachers share as professional development? How does professional development emulate the conditions and habits of mind we are asking of our students?How does professional development emulate the conditions and habits of mind we are asking of our students?

15. Effective Staff Development Effective Staff Development NSDC the organization of educators into “learning communities” that have clear goals consistent with school and district goals; the organization of educators into “learning communities” that have clear goals consistent with school and district goals; effective leadership to support “continuous instructional improvement” ;effective leadership to support “continuous instructional improvement” ; the application of research to school and classroom strategies and decision making;the application of research to school and classroom strategies and decision making; support for teacher collaborationsupport for teacher collaboration the development of educators’ skills at increasing parent involvement.the development of educators’ skills at increasing parent involvement.

16. Administrative Perceptions and Dilemmas Turn and Talk How do you find great coaches without depleting your schools of great teachers? How do you provide coaches ongoing professional development to support them in their role? How do you create the cultural changes for teachers? The coaches need to feel supported and the teachers need to see them be supported.

17. Professional Development Needs to show….not tellNeeds to show….not tell Teachers learn and improve their practice in a reflective, supportive settingTeachers learn and improve their practice in a reflective, supportive setting Coaches serve as liaisons between research and practice…..they bring the latest findings to the place where it is most needed…the classroom.Coaches serve as liaisons between research and practice…..they bring the latest findings to the place where it is most needed…the classroom.

18. Administrative Support The need for a three to five year plan with outcomesThe need for a three to five year plan with outcomes Consistency in your buildingConsistency in your building Creating a risk free environment. What does that look like?Creating a risk free environment. What does that look like? Providing significant time for teachers to plan and reflect collegially.Providing significant time for teachers to plan and reflect collegially. Purchase professional text to support the vision.Purchase professional text to support the vision. What type of support do you deem as important? You are with your teachers all through the process versus PD outside of your building Time….how do you provide the time necessary? Have a knowledge/vision of next steps of where they are working toward.

19. Questions