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Welcome to the Content Coaching Sessions! While you

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Title: Welcome to the Content Coaching Sessions! While you re waiting, please write on a sentence strip your answer to both of the following questions: 1. – PowerPoint PPT presentation

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Title: Welcome to the Content Coaching Sessions! While you


1
Welcome to the Content Coaching
Sessions! While youre waiting, please write on
a sentence strip your answer to both of the
following questions 1. a) If you have had
experience coaching, please list the skill you
feel has enabled you to be successful. b) If
you are new to coaching, please list a quality
you have that you think will help you be
successful. 2. What skill would you like to
(further) develop during our time together
to add to your tool belt?

2
Pedagogical Content Coaching in Mathematics
2011 Summer Institute August 1- 5, 2011
  • Silicon Valley Mathematics Initiative Leaders
    Sandy Devlin and
  • Priscilla Solberg

3
Who Are We?
  • 1. Give your name, and district you work in.
  • 2. How long in your present position?
  • 3. What grade levels will you be working
  • with in the fall? Approx. number of
  • teachers youll work with, if you know.

4
Silicon Valley Mathematics Initiatives
Pedagogical Content Coaching
5
Myth 1 Teachers are fully knowledgeable in
content and pedagogy coming out of schools of
education
We train teachers in universities far removed
from practice, credential 21-year-olds to take
their place in classrooms, and then provide them
with hardly a fraction of the assistance or
support that is given to young professionals in
industry.
Elliot Eisner
6
Myth 2 The longer you teach, the better you
get.
Do we really believe, as our behavior seems to
indicate, that more years in the classroom are
directly correlated with better teaching? I
think not. Yet the regular provision of
genuinely useful feedback to teacher about their
teaching is not a normal part of our school
structure.
Elliot Eisner
7
Good Teaching is What Counts
The greater part of the failure of mathematics
is due to poor teaching. Good teachers have in
the past succeeded, and will continue to succeed,
in achieving highly satisfactory results with the
traditional material poor teachers will not
succeed even with the newer and better
materials.
This conclusion was made in 1923 by a national
commission on how to teach mathematics in school.
8
Good Teaching is What Counts
Through multiple waves of math reform, through
dramatic changes in technology, culture and
schools themselves, what was true in 1923 is true
in 2011 Teachers matter!
9
The Silicon Valley Math Initiative aims to
improve teaching and learning of mathematics
through classroom coaching
During the 2010 - 11 school year there were 43
SVMI member districts. A total of 38,637
students were assessed by SVMI-MAC by 1,104
teachers using SVMI pd, tools, and/or other
resources.
10
Guiding Principles of Content Coaching
  • Our coaching focuses on guiding the teachers to
    examine
  • student work,
  • mathematics, and
  • pedagogy related to the content.

11
Acquiring New Skills/Behaviors
Joyce and Showers, 1982
12
The Value of Coaching
  • Improves teacher performance
  • Improves student achievement
  • Most effective professional development model
  • Non-evaluative model of observation

13
Overview of the Week
  • To become familiar with the CCSS practices
  • Visit classroom to see it live
  • Opportunity to teach /coach real classroom lesson
  • Chance to learn and practice asking good
    questions.

14
Mathematical Practices Jigsaw
  • Investigating the CCSS Mathematical Practices

15
Your Individual Task
  • Read the Mathematical Practice assigned.
  • Make notes about what the words mean to you and
    what it looks like in the classrooms for your
    grade spans.
  • Be ready to share in 5 minutes.

16
Your Group Task
  • Using your collective information, create a
    poster to illustrate the practice and what it
    looks like at your grade levels.
  • Leave room for others to add ideas.
  • Label the poster with the Mathematical Practice
    and the grade span.
  • Post your charts so they are spaced around the
    room.

17
Sharing the posters
18
POM - Practices Connection
  • Which Practices do you see in the levels of this
    mornings POM?

19
Prepare for Team Planning
  • Assessment
  • In your binder there is a list of suggestions for
    this time slot.
  • This time will jump-start building the
    relationships between yourself and your teachers.
  • In your first time together, we are asking teams
    to draft an agenda for how they plan to use this
    time each day.
  • Have fun, and give it a go.
  • Well debrief how it went after lunch.

20
Lunch and Collaboration Time
21
Debrief
  • How did your first session working/sharing as a
    team go?
  • Feel free to add to our Burning Issues chart
    any concerns or problems that we could help you
    brainstorm solutions to.
  • This chart will be up all week.

22
Practices in Action
  • What does it look like/sound like?

23
Middle School Video Cases
  • Connecting Mathematical Ideas Middle School
    Cases of Teaching and Learning
  • By Jo Boaler and Cathy Humphreys
  • Published by Heinemen
  • January 2005

24
(No Transcript)
25
Video De-brief
  • What evidence of the Practices did you see in
    this lesson?
  • How does a teacher develop this community in the
    classroom?

26
SVMI Tools
  • Take a couple of minutes to read these two pages
    on discourse.
  • What does a teacher do to move a class towards a
    4 on the rubric?

27
Tomorrows Lesson
  • Pre-Observation Conference
  • In a pre-observation conference,
  • what would you want to know about
  • the lesson before you observe the
  • lesson?

28
Pre- Conference Live
29
Experience the lesson as a student
  • Sharing 7 brownies with 4 people

30
Lesson Logistics
  • Role of coaches (all of you!)
  • Location George Hall School
  • 130 San Miguel Way
  • Time meet at school at 1015
  • Carpooling

31
Reflections of the Day
  • On the 3 x 5 card, on one side, please write
    what worked for you today.
  • On the other side, please share what didnt work
    for you.
  • Please be sure to include whether you are writing
    about the coaching session, the POM session, or
    you team work session.

32
Welcome back!
33
District Planning Check-in
  • How did it go today?
  • Questions/concerns/comments?

34
Live Post Conference
  • Look through the student work and your own
    observation notes.
  • Be thinking about where you might take the
    conference from where Sandy leaves off.
  • What would be your next steps?

35
Experience Post Conference
  • Listen as Sandy conducts the post conference from
    her observations

36
Post-Conference
  • Think about what questions you would want
    answered that werent answered?
  • Is there a piece of student work you would draw
    attention to?
  • What would be your next steps with this class for
    Thursday?

37
Quick Write
  • Based on your observations, both in class and
    looking at student work, what do you see as next
    steps?

38
Groups of Three
  • Please divide into groups of three.
  • Decide who will be the teacher for the next
    lesson.
  • Two of you will play the role of coach.
  • You, as the teacher, will teach a small group of
    students.
  • You, as the coach, will conduct a
    post--conference after the next lesson
  • Real time, real world

39
Planning time
  • In your group, begin planning the next lesson.
  • Focus on student work and evidence of the CCSS
    Practices.
  • What will happen next?

40
Comment Cards
  • On the 3 x 5 card, on one side, please write
    what worked for you today.
  • On the other side, please share what didnt work
    for you.
  • Please be sure to include whether you are writing
    about the coaching session, the POM session, or
    you team work session.

41
Welcome to Day 3
42
Agenda
  • Analyze styles of coaching documented from Dr.
    Joanne Rossi-Beckers research

43
The Best Receive Coaching
  • Pavarotti had a voice coach
  • Tim Lincecum has several coaches
  • Personal trainers are coaches
  • Psychologists are coaches
  • CEOs of Fortune 500 companies often have a coach

Therefore, why shouldnt Teachers have coaches?
44
To Coach
To convey a valued person from where he or she is
to where he or she wants to be.
Evered and Selman, Coaching and the Art of
Management
45
Qualities of an Effective Coach
  • Brainstorm
  • What are the qualities of an effective coach?

46
Classroom Coaching An Emerging Method of
Professional Development In Mathematics
  • Coach as Collaborator
  • Coach as Model
  • Coach as Leader

47
Dr. Joanne Rossi Beckers Study
  • Read the study
  • Focus on one of the coaching styles
  • Create an icon that depicts the characteristics
    of that
  • coaching style

48
Summarizing the Study

What does Dr. Becker see as the characteristics
of the style of coaching that is most efficacious
in promoting growth in teachers?
49
Case Study The Candy Bar Lesson
Dana is the coach Neal is the 4th grade teacher.
Read pages 1-3 Discuss in your group questions 1
and 2 on page 3.
50
Candy Bar Lesson De-brief
Read pages 4 and 5 Discuss questions 1-5 on page
5 Share out in whole group.
51
The key to success is to tie all ideas back to
student thinking!
  • The coach-teacher relationship is centered on
    students thinking, understandings and
    misconceptions. The conversations are about
    student work --what they know and are able to do.
    The focus of coaching therefore is centered
    squarely on student learning.

52
  • The goal of coaching is to build capacity and
    trust. The work done by coaches all relates back
    directly to student thinking and understanding
    work they have seen done by students. Student
    work is also the tool for evaluating the
    effectiveness of changes in curriculum and
    pedagogy.

53
Debrief Planning Time
  • Whats working so far for you and your team?
  • Are there any concerns or questions?

54
Coaching Sequence
  • Pre-conference
  • Observe Lesson
  • Post-conference
  • Follow-up (What happens next?)

55
Planning Time
  • Things to think about
  • What do you hope to accomplish in this lesson?
  • Whats the big mathematical idea?
  • What do you anticipate to happen in the lesson?
  • Are there any anticipated stumbling blocks?
  • What does the teacher want the coaches to focus
    on?

56
Ready, Set, Go
  • Teachers, is there anything you need from us -
    copies?
  • Coaches, are you set for tomorrows observation?
    What data will you collect?

57
Reflections of the day
  • On the 3 x 5 card, on one side, please write
    what worked for you today.
  • On the other side, please share what didnt work
    for you.
  • Please be sure to include whether you are writing
    about the coaching session, the POM session, or
    you team work session.

58
Welcome back! You survived!
59
District Planning Check-in
  • How did it go today?
  • Questions/concerns/comments?

60
Live Post Conference
  • Teachers and coaches, take a few minutes to
    quietly reflect on the lesson.
  • Look through the student work and your own
    observation notes.
  • Think about questions, comments, discussion
    topics for the post conference.

61
Coaches
  • Decide between the two of you who will be leading
    the post conference live.
  • Coach not leading the conference will
  • script as many of the leading coachs
  • questions and comments.

62
Experience Post Conference
63
Post-Conference
  • How did this feel for you as a coach?
  • How did it feel for you as a teacher?
  • Is there a piece of student work to which you
    would like to draw attention?

64
Lenses on Learning
  • Analyze coaches questioning styles using LOL
    categories.
  • Construct pie charts of the data.
  • Examine results and post.

65
Classifying Post-observation Conference
Questions/ Comments
  • Giving advice (Red)
  • Criticizing (Blue)
  • Asking questions to find out what the teacher
    intended (Yellow)
  • Sharing curiosity about students thinking
    (Orange)
  • Collaborative problem-solving on specific issues
    (Purple)
  • Praising or affirming (Green)
  • Other (White)

EDC Lenses on Learning
66
Giving advice (Red) Criticizing (Blue) Asking
questions to find out what the teacher intended
(Yellow) Sharing curiosity about students
thinking (Orange) Collaborative problem-solving
on specific issues (Purple) Praising or
affirming (Green) Other (White)
67
(No Transcript)
68
(No Transcript)
69
Comment Cards
  • On the 3 x 5 card, on one side, please write
    what worked for you today.
  • On the other side, please share what didnt work
    for you.
  • Please be sure to include whether you are writing
    about the coaching session, the POM session, or
    you team work session.

70
You made it to the end! Day 5
71
Building the Relationship Phases of Coaching
  • Year 1
  • Week long institute in summer
  • Coach models lessons
  • Collaborate/Observe
  • Year 2
  • Guide
  • Collaborate
  • Observe/model

72
Fundamental Requirements for Successful Coaching
  • A trusting, honest, respectful relationship
    between coach and teacher.
  • Time for preparation and reflection
  • Clearly defined roles, responsibilities and
    expectations
  • Effective listening skills
  • Strategic questions that promote thinking
  • Data collection (student thinking
    understanding) and thoughtful feedback

73
Continuing Professional Development for Coaches
  • Engage in rich mathematical problem solving
    activities
  • Analyze current research and readings
  • Examine our own practice of coaching
  • Use case studies of coaching
  • Brainstorm solutions to coaching challenges
  • Attend local and national math conferences

74
The Ideal Coaching Situation
  • Coach and teachers attend the SVMI Coaching
    Institute and any follow-up Professional
    Development
  • More than one teacher at a school site and at a
    specific grade level
  • Limited number of sites at which the coach is
    coaching
  • Opportunity to be coached for two or more years
  • Principal-teacher-coach partnership

75
Challenges of Coaching
  • Defining the coaches role
  • Distinction between content coaching and
  • other coaching models
    (non-evaluative)
  • Finding time to conference/plan with coached
    teachers
  • Before and after school hours
  • During music and P.E. time in elementary Prep
    period in middle/high school
  • Using a roving substitute teacher

76
Lenses on Learning Classroom Observation and
Teacher Supervision In Elementary Mathematics
  • Center for the Development of Teaching
  • Education Development Center
  • Newton , Massachusetts
  • Catherine Miles Grant, Barbara Scott Nelson, et.
    al

77
Lenses on Learning Role Play - Trying on
Different Coaching Styles
  • Giving advice
  • Sharing curiosity about childrens mathematical
    thinking
  • Asking questions and finding out what the teacher
    intended

78
Reflection on Role Play
  • 1. How does this feel for the coach?
  • How does this feel for the
  • coached teacher?
  • 2. What do you gain by this approach?
  • What do you lose by this approach?

79
Coaching Pre-observation Conference Questions
  • What topic will you and your students be working
    on this lesson?
  • What do you plan to do in this lesson?
  • What do you hope to accomplish in this lesson?
  • What mathematical ideas are embedded in this
    lesson?
  • How does this lesson fit into your overall goals
    for the year?
  • Are there students who have special issues in the
    class?

EDC Lenses on Learning
80
The Mathematics Teaching Rubric
  • Worthwhile Tasks
  • The Learning Environment
  • Teachers Role in Discourse
  • Students Role in Discourse
  • Tools for Enhancing Discourse
  • Teaching and Learning Analysis

The Silicon Valley Mathematics Initiative
81
To Develop a Common Vision of Math Instruction
  • Students Role in Discourse
  • Teachers Role in Discourse

82
  • Take a couple of minutes to read these two pages
    on discourse.
  • What does a teacher do to move a class towards a
    4 on the rubric?

83
Math Teaching Rubric
  • Role play a discussion between a teacher and
    coach.
  • In pairs decide who will be the coach and who
    will be the teacher.
  • The coach listens as the teacher uses the rubric
    to self-evaluate her/his teaching.
  • The teacher and coach engage in a discussion
    where the coach poses questions to help the
    teacher develop capacity.

84
Math Teaching Rubric
  • How does it feel to be the teacher in the
    self-evaluation role?
  • How does it feel to be the coach in this
    listening/questioning role?
  • How does this process benefit the coach and
    teacher relationship?
  • What outcomes/issues do your anticipate from such
    discussions?

85
Asking Good Questions
86
Tools
  • Student Focused Math Content Coaching
  • SVMI Classroom Observation Guide
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