Welcome Math Coaches!

WelcomeReview Agenda and Desired Outcomes

Check for Agreement

Time Keeper

Notes Taker

Math Coach NormsBe an active listenerLimit sidebar conversationsBe an active participantFocus on the solution, not the problemCelebrate successesHave an open mind to others’ ideasBe respectful and professional

Upcoming Professional Development

Math Coach Meetings

Math Department Trainings Partners for Mathematical Learning Math Talk 2 Calculator Training for TI-10 and TI-15 K-2 Assessments

New Title I Schools and Math Coaches

Adams – Cary – Jaime Merckle and Lisa Dove Green – Tara Howell (Year Round) Hilburn – Stacy Zlotnik Hodge – Leslie Blake and Kathy Wagstaff (Year Round) Jeffreys Grove – Mary Carr Knightdale – Julie Russo and Tanya Burns Lake Myra – Katie Duty and Dana Herman (Year Round) Lead Mine – Brandon Thomas Lynn Road – Northwoods – Mary Wendland and Shaundua Brown Poe – Patty Jordan and Kim Kreider Powell – Tracy Donohue (100%) Root – Vandora – Vicki Wood and Meredith Penley Wake Forest – Dawn Hertzig Wakelon – Valerie Whitley and Bobbi Roe Wendell – Malana Fitzgerald and Beth Ogle

Building Personal and Professional Relationships

Skittles Game

Take one Skittle. Do not eat it (you may if you want just remember your color)!

Red: Favorite HobbyGreen: Favorite FoodYellow: Favorite MovieOrange: Favorite Place to TravelPurple: Something you did this summer

Our Journey as Math Coaches…

Where We Have Been…

Math Solutions (5 NCTM principles, effective leadership traits, math games)

Blue Diamond

Math Expressions (Quick Practice, Building Concepts, Math Talk, Student Leaders, Helping Community)

Observation Tool

Regional PLTs

Math Content Knowledge – Val Faulkner and Partners Training

Where We Have Been…

Forms of Coaching (Executive, Coactive, Cognitive, Literacy, Instructional)

What is an Instructional Coach?

Partnership Philosophy (Equality, Choice, Voice, Dialogue, Reflection, Praxis, Reciprocity)

The Big Four (Behavior, Content, Direct instruction, Formative assessment)

Where are we

going…

“Our goal as math coaches is not to add a little spice, salt or pepper to the stew of mathematics instruction, but instead to alter the menu entirely.”

The Math Coach Field Guide, page 2

Review of CoachingWhat is an instructional coach?

Brainstorm ideas on a list. Read pages 12 - 13, “Instructional Coaching section”

in Instructional Coaching. Add to list any other ideas.

What makes a good/successful coach?

Brainstorm a list of descriptors.

Read pages 15-16 “A Final Word About Coaches” in your Instructional Coaching book.

Update the list of descriptors.

Ten Guiding Principles for Being a Successful

CoachMaking relationships with teachers should be the priority.Be a partner with teachers, not an evaluator.Work with teachers who are interested and/or open to

change.Direct support to specific classroom instructional needs

encourages change in instruction.Provide professional development for teachers to learn

and reflect on their teaching.Encourage teachers to share what they are learning about

teaching math.Communicate with principals.Create a math rich environment.Parents are an untapped resource.Find a support system.From The Math Coach Field Guide, Chapter1

BREAK!Take a 10 minute break!

“What Matters for Elementary Literacy Coaching? Guiding Principles for Instructional Improvement and Student

Achievement”Jigsaw ArticleEveryone reads pages 544-545 (Intro and

Background) and pages 552-553 (Discussion and Conclusions). Group 1: Principle 1 – pages 545-546 Group 2: Principle 2 – pages 546-547 Group 3: Principle 3 – pages 547-548 Group 4: Principle 4 – pages 548-549 Group 5: Principle 5 – pages 549-550 Group 6: Principle 6 – pages 550-551 Group 7: Principle 7 – pages 551-552

With your group, answer these questions on chart paper:

1. What is your principle and describe it.2. How do your professional experiences as

a math coach relate to the guiding principle?

3. What steps could you take to begin putting this principle into action?

Be ready to share with the group!

Article ReflectionWhich guiding principle might you want to

focus on in your school?Which of the guiding principles do you

think would be most difficult to accomplish in your school?

How might you be able to overcome the obstacles?

You may want to write this down on a sticky note for later.

Partnership Philosophy

What is the Partnership Philosophy?Why is it important?

Activity: Get into table groups.Each group will receive a Partnership Principle.

Please read about your principle on pages 24 – 26 and 40 – 51.

Think about why your principle is important and ways to implement it.

Using the poster paper, make a graphic organizer that represents the characteristics of your principle.

You will have 20 minutes to complete this and 2 minutes to share.

Equality: pages 24, 40-41

Choice: pages 24, 41-43

Voice: pages 25, 43-46

Dialogue: pages 25, 46-47

Reflection: pages 25, 47-49

Praxis: pages 25, 49-50

Reciprocity: pages 26, 50-51

LUNCH!

11:30 – 12:45

Partnering with the PrincipalRead page 32 “Partnering with the

Principal.”Share out your thoughts.

Partnering with Other CoachesMake a list of the coaches at your school.

In what ways have you collaborated with the other coaches at your school?

Why would this be important?

Title I Math

Local Literacy

SIOP

Coaching Collaborative

Title I Literacy

IRT

8 Components of ICEnroll – pages 90-99

Identify – pages 99–102

Explain – pages 102-106

Model – pages 111-120

Observe – pages 121-122

Explore – pages 122-129

Support – pages 129-130

Reflect – pages 130-132

BREAK!Take a 10 minute break!

Goals for Math Coaching Initiative

UNOFFICIAL MATH

EXPRESSIONS WALKTHROUGH

RESULTS Spring 2010

WALKTHROUGHS2009-10 was the first year of implementation

of Math Expressions at the WCPSS elementary schools.

Walkthroughs in 25 elementary schools were conducted in spring 2010 to examine the extent of Math Expressions implementation.

11 Title I schools were included into the observations. All 550 teachers were observed.

Unofficial District Results

Mathematics Expressions was being utilized less often than expected.

Observers expected to see teachers using Math Expressions most of the time; 56% of teachers were observed using it.

Students were expected to be using Math Talk most of the time; less than 25% were doing so.

Teachers were promoting math talk/facilitating conversations at much lower rates than expected.

Less than a quarter of lessons were rated as promoting deep conceptual understanding of math.

Title I School Unofficial Results A few student and teacher behaviors were observed at

higher rates in Title I schools than in the district, including: students working in small groups, teachers modeling concepts, and lessons led both by teacher and student.

Title I schools were not implementing Math Expressions at higher rates than other schools in most areas: students were seldom engaged in math conversations, observed explaining solutions, or using math vocabulary. Very few teachers were facilitating conversations/promoting Math Talk.

With an exception of grade 2, all grades were shown as implementing very few Math Expressions core structures.

Activity Logs

Loose/Tights

Menu of ServicesWith your group, make a list of services a

math coach can provide to teachers.

Goal Setting/Plan of Action

Write down 2-3 coaching goals for this school year.

Think about what you can do this month to begin meeting those goals. Create a plan of action for this month.

Think about what an instructional coach is, principles for a successful coach, Partnership Principles, and the Coaching Cycle.

One focus this month should include sharing the coaching cycle with staff members and collaborating with your principal and other coaches at your school.

Meeting Evaluation/ReflectionReview each outcome at the top of your

agenda. Did we accomplish the outcomes?

Complete the Reflection Form. Leave the yellow copy!