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Welcome!Goals for Today
1. Enjoy math with our colleagues.
2. Share coaching ideas with one another.
3. Look at vertical alignment of the standards.
4. Evaluate the current progress in our schools.
5. Learn (or revisit) strategies for continuing coaching work.
What Is A Math Coach?
A math coach…
Supports mathematics learning.
Supports teachers.
Improves students’ learning.
Improves teachers’ teaching.
Coaching Responsibilities
Work with teachers to
improve achievement Manage and control
curriculum and
instructional materialsManage professional
development
Monitor program implementation
Maintain a
nd share
best-pra
ctice
rese
arch
Build collaborative
teams
Gather,
analyze,
interpret and
communicate
data to inform
instruction
Build the mathematics program by using its
strengths and reducing its weaknesses
Build
Trust
Accommodate adult
learning styles
LATHER, RINSE,REPEAT!
A Little Math GameCrossline! An example of a topological
network.Rules:1. The initial segment must connect two non-adjacent dots.2. Subsequent segments must connect two
dots and cross exactly one other segment.
Continuing the WorkDiscuss with an elbow partner:
1. The strategy I use most often when coaching teachers is …
2. My teachers expect me to …
Entering the Classroom
What you do in classrooms sends messages!
Avoid lecture days and test days – You need to participate!
Move around the room, assisting students and fitting into the lesson.
Co-PlanningCoaches can affect classroom instruction
by affecting teachers’ planning.
Lessons planned by coaches will not likely be implemented and, in fact, will undermine true collaboration.
Effective coaching requires face-to-face, side-by-side contact with teachers on a continuing basis.
Co-PlanningCo-plan means Collaborative planning.
Co-planning can flow from new textbooks, new standards, new technology, etc.
Plan specific times to co-plan.
When rapport is right, move to co-teaching.
Co-TeachingCo-teaching is not the same as
demonstration teaching.
Co-teaching provides for non-threatening introduction to new instructional strategies.
Primary and support roles change throughout class session.
Primary TeacherThe primary teacher…1. Decides on the learning goals.
2. Determines the flow of the lesson.
3. Directs the learning activities.
4. Determines the timing of the lesson.
5. Summarizes the learning.
Support TeacherThe support teacher…1. Follows the pace and flow of the primary
teacher.
2. Supports the work of individual students or small groups.
3. Conducts one or more of the lesson components.
4. Monitors activity and student work in the classroom
Co-TeachingIf the support teacher is leading one
component of the lesson, the primary teacher moves around the room monitoring students.
Primary teacher is responsible to transition into summary.
Transitions may feel awkward until you have done this a few times.
The classroom teacher is ultimately responsible for instruction.
Break!
Digging DinosaursIn your group find all of the appropriate
grade level standards for each part of “Digging Dinosaurs.”
Digging DinosaursSend a team member to another group.
Share your ideas about the standards. Bring the information back to your group.
What would you add to the problem to get it to the standards you have selected for each grade level?
What surprises you about the standards at different grade levels?
Current Classroom BeliefsMathematics is memorization and
procedure. The way to be good at mathematics is to recite and to be quick.
Mathematics is a filtering system. Historically, students have been given the right to attend school rather than the right to learn. (DuFour)
Teachers have minimal effect on learning. Most students who can learn the material will.
Recitation Model (NRC)
1. Review of previous material and homework
2. A problem illustrated by the teacher3. Drill on low-level procedures that imitate
the teacher4. Supervised seatwork5. Checking of seatwork problems6. Assignment of homework
Natl. Research Council All students can learn. Teachers believe math
is valuable and when students don’t understand, they take steps to intervene.
Teachers can teach the students. The design and presentation of engaging activities determines the success of students.
Mathematics is conceptual and developmental. Rules and procedures are not learned and discarded after a test but used as a foundation for deeper learning.
A Newer ModelSetting the Stage
provocative question or situation visualization with physical models or graphics Building on informal knowledge and previous
learningExploration
Learning centers Cooperative learning Finding patterns or generalizations
Summarization Restating in another medium Making connections through reflection
Evaluating Your SituationThis is a private reflection time.
Look at Indicators That Signal Positive Trends. What can you say is true in your school?
Complete the Status Report for your school by estimating the number of teachers that fit into each category. (Start with the side that says ”Current.”)
Setting GoalsAfter looking at the two documents,
determine the areas in which you would like to work most this year.
What is something you would like to learn more about?
What are you proud of?
Making a Commitment
Pick one thing you would like to continue to work on this year.
Give One - Get One Move around the room sharing your ideas with one other person at a time. Complete 5 rounds. Practice your best active listening and coach questioning strategies.
Lunch!Return at 1:00
Round Robin PanelsForm a color group. Number 1 – 4.
There are 8 panel “stations” around the room. Each person will attend 2 panels.
When you get there, please take responsibility to share your insights and to ask questions of your colleagues.
Panel Topics1. Enrolling teachers and building trust2. Supporting new standards3. Learning focused conversations4. Challenging teachers5. Finding good resources6. Managing time7. Communication with the system8. Favorite coaching strategies
Break!
Sort It OutLine up by birthdays…
New groups of four.
The Big FourManagement for learning environment
Mathematical content for teaching
Pedagogy supported by best practice
Assessment for learning
The Case of TrevorRead The Case of Trevor.
In your groups of four, identify what you know about Trevor and his classroom.
Identify what you infer about his classroom.
Answer the questions on the Case
Ending Our DaysTake a minute to reflect…
What did you learn or think about yesterday or today?
What idea will you take with you?
How will you hold your thinking “back on the ranch?”
Thank you!Please complete the evaluation.
Thank you for everything you do on behalf of students.
