1. Changing practice: Dilemmas, challenges, supports Dr. Christine Suurtamm, University of Ottawa

2. What does the CIIM report say? Individually read and highlight something that strikes you as interesting. (5 min.) Save the Last Word: (15 min.) In your turn read 1 of your highlighted statements that you’d like to discuss, but do not discuss it until others have made a comment about your statement. (1 min. each) You have the last word about this statement. (1 min.) Next person identifies a statement to discuss.

3. Josh’s Dilemma: R ole Play of Initial Meeting Determine who will play the roles of coach, teacher (Josh), and observer. Sherry reads only the first paragraph to find out who she is and what she is about. Role play an initial meeting between Sherry and coach – observer notes paraphrasing, clarifying and interpreting questions. 5 minutes

4. Josh’s Dilemma: Role Play Initial Meeting - Debrief Observer goes first: what did you notice? What question stems did you identify? What might have been different. Josh talks next. Coach talks last. 2 minutes each

5. Josh’s Dilemma: Role Play Co-Planning Session Switch roles. Everyone reads the second paragraph. Role play a co-planning meeting that focuses on question #1. Observer notes probing questions and instructing questions. Coach to summarize the meeting at the 1 minute timer. 7 minutes + 1 minute to summarize

6. Josh’s dilemma: Role Play Co –Planning Session - Debrief Observer goes first: what did you notice? What was well done? What might have been different? Josh talks next. Coach talks last. 2 minutes each

7. Josh’s Dilemma: Role Play Debrief of the Dilemma Switch roles. Everyone reads the third paragraph. Role play a meeting that focuses on question #2. What question stems might you use? 7 minutes + 1 minute summary

8. Whole Group Debrief What strategies were discussed in planning with the Big Ideas in mind? What strategies were discussed to handle Josh’s dilemma regarding marks?

9. What will you experience? Discuss in your group topics you might be faced with as a coach. Identify one dilemma/challenge to work on State on the chart paper: Details you expect around this issue Why this may be an issue you are dealing with Other things that come to mind Post your case study Form working partners (groups of 2 or 3)

10. What will you experience? 1.The administrator wants David, the math coach to work with Linda, a teacher to prepare the students for the grade 9 EQAO assessment by having the students do many skill/drill type of questions specific to EQAO. Linda wants to teach in ways that develop conceptual understanding. Advice? 2.After 3 meeting between Anne, the coach and Bill, the teacher, it becomes apparent that there is conflict in their personalities, which is impeding the coaching process. Student understanding has not been the focus of the meetings. Suggestions? 3.Cathy, a teacher who volunteers to be involved in the coaching project expects prepared, demonstrated “model” lessons from John, the coach. Advice? 4.Irene, a newly hired math coach from the elementary panel is expected to work with teachers in grades 7-10. At an initial meeting working with secondary teachers, Dean, the math department head, is very vocal with his concerns about the coach’s expertise and ability to work at the secondary level. Suggestions? 5.Jim is an experienced teacher who has taught 15 years. He believes that he is a great teacher since all of his students pass. His approach is to use math work sheets and regular group assignments. He is eager to work withAnne, the math coach but does not see the value in changing his instructional practices since his classes have a high average mark and 100% pass rate. Advice? 6.Mary, the teacher invites Rod, the coach to co-plan a lesson and then observe a lesson. During the lesson Rod recognizes a multitude of areas for growth, none of which were identified at the original meeting. At the debrief, the Mary thinks that the lesson went very well and cuts the meeting short. Rod has not been invited back. What should Rod do next?

11. Each group select an issue Role play around the issue using question strategies. 2 minutes on the initial meeting 10 minutes discussing the topic as if it were part of a co-planning session (select the content you’ll be discussing) 1 minute to summarize Post your strategies on the chart paper.

12. Graffiti Rotate to the next issue Add any new strategies that come to mind

13. Graffiti Rotate to the next issue Add any new strategies that come to mind

14. Frayer Model … Revisited Definition Characteristics Examples Non-examples Coaching

16. Professional Learning Packages Teaching Through Problem Solving Processes Professional Learning Series DI 6-part Professional Learning Series DI 3-part Professional Learning Series  Assessment Professional Learning Series Effective use of Tools and Technology Functions Based Approach

17. Materials

18. DI- Professional Learning Series Insert pic of session outline for day on Questioning Insert video hyperlink to video clip on questioning

19. Coaching Resources

20. Ministry Resources

22. Instructional Resources Cathy Fosnot

23. Assessment Resources Number Sense Patterning and Algebra

24. CLIPS

25. Gizmos www.explorelearning.com

26. Outside circle faces in, inside circle faces out. Outside circle answers: My next step as a math coach is … Inside circle answers: The best thing about being a math coach is……. Inside/Outside Circle: Outside circle ROTATES one place, answer opposite statement to your new partner... And Again...

27. Next Steps Coaching Wiki –http://gains-coaches.wikispaces.com/ Ask-A-Coach –Apr. 1 & 2: check wiki for details Feedback Form –What did you find valuable? –What further support do you need?

28. You may be the coach … but you're also part of the team Be a team player …  Plan together  Reflect together  Revise together Grow together

29. Feedback Please How did we do? –What did you find valuable? What further support would you need? Final feedback form is a tear off at the back of your package. Please complete it and hand it in.

30. It's a long journey … so, take the Greyhound! Start where they are … take them somewhere new … and challenge them to find their own way to the next destination. In bus rides and life … it's got to be the goin', not the gettin' there that's good. - Harry F. Chapin