Math Coach Meeting

Building a Bridge

A teacher affects eternity; he can never tell where his influence stops. -- Henry B. Adams

Welcome all Math Coaches!!!

Please meet with your Regional PLT groups until 9:50.

Tentative Schedule:

January – Jim Knight work

February – work with Val Faulkner

March – Jim Knight work

April – Partners Training – 4th Grade

May – Partners Training – 2nd Grade

June – Partners Training - Kindergarten

Characteristics of:Which one are you?

Carrot Egg Coffee

Self - Evaluation

Using your Coaching Survey from earlier in

the year, reflect on your

role as a Math Coach.(Mid-Year Reflection)

Group Review of Coaching Survey

As a team - organize your data by the following: 1) Rarely and Sometimes on one sheet of chart

paper 2) Usually and Almost Always on another sheet of

chart paper

Share results within your team and then prepare to share out what your group discovered.

Commercial Break!!

What is happening at your school?

Article: (article from last meeting)

INSTRUCTIONAL COACHES MAKE

Progress through partnership

Intensive support can improve teaching

Are you creating a Partnership???

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)

Self REFLECTION: (from last meeting)

Using the Math Coach/Math Expressions Observation Tool --- How are you looking?

Review of Blue Diamond Data

Two Packets –

1) Blue Diamond Packet –

as of December 18, 2009

2) District Math PLT –

as of December 18, 2009

Understanding the Report

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What is happening at your school?

RESISTANCE

and Coaching

Dr. Jim KnightUniversity of Kansas

Fall 2009

QUESTIONS

Do they think they can do it? Is it worth it?

Are they getting an experience? Do I respect them as artists?

Am I letting them do the thinking? What happened in the past?

Is “resistance” the right word?

“It is oxymoronic to say that one person is resisting.

It takes two, to not cooperate.” (Miller)

What am I/the system not doing that leads to a lack

of cooperation?

Question #1

What’s a coach to do?

Do they think they can do it?

Remember, teachers resist because they look like they understand,

but they don’t really think they can do it.

Question #2

What’s a coach to do?

Is it worth it?

Coaches need to ensure that everything is POWERFUL and EASY.

Lots of easy practices.

Small number of tools they grasp.

Coaches must know it well enough to break it down.

•Make it crystal clear.

•Utilize precise checklists.

Question #3

What’s a coach to do?

Are they getting an experience?

People don’t believe it until they try it for themselves.

Teachers won’t believe it until they see the impact on their students.

The teacher must have a SAFE place to try it out.

Question #4

If you criticize the way someone teaches, it is like criticizing an artist’s work.

Do I respect them as artists?

Do we acknowledge what the teacher is bringing to the table?

Question #5

What’s a coach to do?

Am I letting them do the thinking?

Utilize reflective practice.

Support, not evaluate.

“They don’t want to be told what to do. They are paid for their experience, their expertise. They take offense when someone rides over their intellectual territory.”

Question #6

Attempt, Attack, Abandon Cycle(Pendulum)

What happened in the past?

When lacking explicit explanations and opportunities to practice, no wonder it

rolls over and dies!

What’s a coach to do?

Working with Teachers

Using the posted notes write down

(in 5-10 minutes) things that you have

had to do with teachers in your

building this year.

for example:

1) Worked with a teacher on organizing student manipulatives.

2) Plan/conduct conversations with grade levels about Blue Diamond Data

Focusing on the Big Four:What does it mean?

BehaviorContent Knowledge

Direct InstructionFormative Assessments

Grouping Activity

Place your posted notes

on the correct Big Four

poster –

Your vision:

What are you seeing?

What does the data tell you?

Commercial Break!!

What is happening at your school?

http://thebigfour.ning.com/

The Big Four

Get connected to the best resources

for The Big Four

The Big Four Community Ning is a year round learning network to support Instructional Coaches, Classroom Teachers and Educational Leaders.

Jigsaw

Classroom Management – pages 142-149 Content Planning – pages 149-160 Instruction – pages 160-168 Assessment for Learning – pages 168-176

Classroom Management

Structure

Teach expectations

Observe

Interact positively

Correct fluently

Content Planning

Does the teacher understand what is and is not on the standards for the course?

Does the teacher have a year-long plan? Can the teacher identify the ten essential questions their

course is designed to teach? Can the teacher identify the ten essential concepts their

course is designed to teach? Can the teacher give you a simple, correct, easy to

understand answer to each question and definition for each concept?

Commercial Break!!

What is happening at your school?

Instruction

Does the teacher understand

how to model thinking? Does the teacher ask effective

questions at a variety of

cognitive levels? Does the teacher give

constructive feedback effectively? Does the teacher organize

instruction well (beginnings and

endings)? Does the teacher scaffold

instruction effectively?

Assessment for Learning

Does the teacher understand the teaching targets? Has the teacher created propositions for teaching

targets? Does the teacher use formal and informal measures

to see if students are hitting the targets? Does the teacher involve

students in creating assessments? Does the teacher know how

well all students are performing?

Jim Knight Video Clip

The Big Four

Roads Signs

Think outside the box –

How can you relate the road sign to the role of a Math Coach?

Math Coach Meeting Reflection Form –

Keep the white copy and turn in the yellow copy