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Bridgeport Public Schools Ricardo Rosa, Director of Mathematics Rebecca Feola, Grant Coordinator
DISTRICT PROFILENumber of Schools: 34
Number of Students: 21,722 % eligible for free/reduced-price school
lunch: 95% % designated as English Language
Learners: 10%
Number of Teachers: 1,423
STUDENT DEMOGRAPHICS
ACHIEVEMENT GAPAccording to the NCLB Act for the 2007-
2008 academic year, 82% of students should demonstrate proficiency in mathematics.
Only 57 % of Bridgeport students are currently meeting standards set by this law in K-8 (At/Above Proficiency)
DISTRICT INITIATIVESInstructional Coaches
27 full-time Coaches, only 15% hold a certification
in MathematicsCurriculum Mapping
Formative assessments (grades 3-8)
Data Driven Decision Making (DDDM)
Bridgeport Instructional Coaching Project
The overarching goal of this project is to train a cadre of teacher leaders that will provide classroom embedded professional development for teachers.
Bridgeport Instructional Coaching Model (BIC)PURPOSE:
To provide training for numeracy coaches in:
1)Content
2)Content-related pedagogy
3)Coaching theory/practice
MSP PROJECT GOAL #1: To create and conduct a Teacher Leadership Academy which will improve student achievement in mathematics by training Bridgeport’s numeracy coaches to upgrade effectiveness of mathematics teachers in grades 6-8 at their schools.
Goal #1 of MSP Project:
MSP PROJECT GOAL #2: To design, implement, and monitor an effective and comprehensive instructional coaching program in all of Bridgeport’s school.
Coaching Model
Goal #2 of MSP Project:
Next StepsMeasure coaches’ ability to effectively
implement Bridgeport’s Instructional Coaching Model with fidelity and competence.
Compare the achievement of students in classes where teachers work closely together with a coach versus others that did not receive services.
LABSITEA Lab-Site will be defined as a learning center,
conducted at a designated school, where 3-4 coaches will get together 4 times throughout the academic year to implement instructional coaching with the assistance of other coaches
Purpose: vehicle for support through direct observation of coaching in action. The implementation of the lab sites will allow coaches to polish the tools of their craft with the help of other “critical friends” colleagues and allow other coaches to view coaching sessions and learn from the feedback provided by their peers.
Fishbowl Learning:
The fishbowl is when an exemplar group demonstrates
to their onlookers what effective coaching would look
like and the steps that should be followed.
LABSITE ROLESPARTICIPATING COACHCLASSROOM TEACHERFACILITATOROBSERVERS
Curriculum Specialists Numeracy Coaches Building Administrators Director of Mathematics
BRIDGEPORT LABSITE PROTOCOLPURPOSE:
To allow coaches to polish the tools of their craft with the help of their colleagues.
To allow coaches to view part of a coaching
sessions and learn from the feedback provided by peers.
STEP 1: Introduction (2-3 minutes) Facilitator briefly introduces protocol goals
and reviews ground rules, guidelines and schedule.
STEP 2:Discussion of Lab site Purpose and Focusing Question
(10 minutes) During this part the leading coach will facilitate
information about the lesson as well as the teacher. The information provided by the leading coach will include particulars about the lesson itself as well as prior work done between the coach and teacher.
Presenting coach describes background of the prior session with this teacher. He/she provides an overview of the lesson and or classroom if needed and poses their focusing question.
Presenting coach will also define or describe his/her role during the lesson.
Participants are silent.
STEP 3:Clarifying Questions (5 minutes)Participants have an opportunity to ask further
clarifying questions that may arise from their reflection. (i.e. questions that involve more than a very brief, factual answer).
Presenting coach will answer questions. Facilitator judges which questions more
properly belong in the Debriefing section of this process (step 7) (i.e. questions that involve more than a very brief, factual answer).
STEP 4:
Viewing of Lesson (60 Minutes) All members of the team will view lesson.
Participants will take notes to provide feedback in the focusing questions.
STEP 5 Post-Conference (30 Minutes) (Coverage for the
classroom teacher is needed during this step)Coach and teacher confer about session. They will
discuss the various issues that arrived as well as those discussed on the Pre-conference stage of the coaching cycle
Participants will observe silently during conversation and take notes to present during the debriefing stage.
The Post-Conference should lead to a Pre-Conference of the coaching cycle by highlighting the steps for upcoming sessions
NOTE: The coach and teacher reflect individually
after the Post-Conference
STEP 6: Pause to Reflect ( 5 minutes)
Participants reflect individually about the lesson and clarifying question.
STEP 7:Debriefing (15 minutes) Participants share feedback while the
presenting coach is silent. The focus of the feedback and conversation will be around the focusing question.
Facilitator may remind participants of the presenting coach’s focusing question (step 2).
STEP 8:Response by Presenting Coach (10
minutes)
Presenting coach speaks to those comments/questions he or she chooses to provide by the group.
Facilitator may intervene to focus, clarify etc. Participants are silent.
STEP 9:Conclusion (10 minutes) Facilitator leads an open discussion of the
experience the group has shared: What was effective? What concerns did the process raise? “How did the protocol experience compare with what you expected?” - the group discusses any positive reactions, frustrations, or misunderstandings participants have experienced. More general discussion of the protocol may develop.
The session concludes with acknowledgement of and thanks to the presenting teacher
Disclaimer
“The instructional practices and assessments discussed or shown in these presentations are not intended as an endorsement of the U.S. Department of Education.”