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Preparing Math Teachers as Instructional Coaches of Urban Classrooms at Small (Gates) High Schools


Title: Mentoring the Beginning Teacher of Mathematics Author: UWM Last modified by: kepner Created Date: 2/28/2007 3:38:32 PM Document presentation format – PowerPoint PPT presentation

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Title: Preparing Math Teachers as Instructional Coaches of Urban Classrooms at Small (Gates) High Schools

Preparing Math Teachers as Instructional Coaches
of Urban Classrooms at Small (Gates) High
Schools Schools in Need of Improvement
  • Henry Kranendonk
  • Mathematics Curriculum SpecialistMilwaukee
    Public Schools
  • Henry S. Kepner, Jr. kepner_at_uwm.eduDepartment
    of Curriculum Instruction and Department of
    Mathematical SciencesUniversity of
  • National Council of Supervisors of
    MathematicsAnnual Meeting, Atlanta, GA
  • March 20, 2007

Mentoring new staff the unfunded mandate
  • Acting as a sponsor
  • Encouraging self-reliance
  • Encouraging true collegiality
  • Encouraging reflection on practice
  • Provide timely, appropriate feedback

Mentoring is
  • Sharing
  • Reflecting
  • Supporting
  • Mentoring is NOT
  • Evaluating
  • Substituting

Mentoring Roles
  • To consult
  • To collaborate
  • To Coach

Consult share vital information
  • Procedural expectations
  • Building/district policy, materials, access to
  • Craft of teaching establishing classroom
    routines, instructional strategies, assessments

  • Share the Why of actions, options
  • Think aloud about your own. Whys, Whats
    and Hows
  • Offer a menu
  • Produce an idea bank
  • Conduct a model lesson
  • (label critical attributes)
  • Review tapes of teaching
  • Reference, highlight current research

Collaborate co-develop the information pool.
  • Shared analysis
  • Problem solving
  • Decision-making and
  • Reflection

Collaboration Activity
  • Examine a 9th grade constructed response
  • Teacher and coach Describe what misconceptions
    and mistakes your students would bring to this
  • Teacher and coach Describe what you expect your
    students will do to develop this assessment - and
  • Teacher and coach Describe what a student must
    develop to be considered proficient with this

  • (5) Teacher and coach Design a meets
    expectation / does not meet expectation rubric
    to the Task Features
  • (6) Analyze each students work to assessment
  • (7) Provide feedback
  • (8) Summarize

Reciprocal nature support mutual learning,
growth, respect.
  • Brainstorm with colleague
  • Reasons,
  • ideas,
  • solutions,
  • Intervention
  • Co-plan
  • Co-teach

Coaching Goal to empower a colleagues
expertise in
  • Planning,
  • Reflecting on practice, and
  • Instructional decision-making
  • Focused on student learning of mathematics.

Coaching responsibilites
  • Maintain a nonjudgmental stance
  • Inquire about Whats and Whys
  • Focus on successes towards colleagues goal
  • Focus on colleagues concerns. (Be prepared to
    focus on whatever the colleague raises as an area
    of concern.)
  • Reflect on goals.

  • Burns, Marilyn, Silbey, Robyn. (2000) So you
    have to teach math? Sound advice for K-6.
    teachers. Sausalito, CA Math Solutions
    Publications. ISBN 0-941355-29-2.
  • Costa, A., Garmstorn, R. (2002) Cognitive
    Coaching A foundation for Renaissance Schools.
    2nd Edition Norwood, MA Christopher-Gordon
    Publishers. ISBN 0-926842-37-4
  • DePaul, Amy. (1998?) Survival Guide for New
    Teachers How new teachers can work effectively
    with veteran teachers, parents, principals, and
    teacher educators. US Dept. of Education.
    Office of Educational Research and Improvement.
  • Grant, Scott Nelson, (2003) Lenses on
    Learning. Dale Seymour Publications.
  • Huinker, D., Freckmann, J. (2004) Focusing
    Conversations to Promote Teacher Thinking. TCM.
  • Lipton, L., Wellman, B. (2003) Mentoring
    Matters  A Practical Guideto Learning-Focused
    Relationships. Sherman, CT  Mira Via.
  • NCTM. Lester (2003) Teaching Mathematics through
    Problem Solving, Prekindergarten-Grade 6.

References Continued
  • NCTM. Schoen (2003) Teaching Mathematics
    through Problem Solving. Grades 6-12
  • NCTM. Navigations collection.
  • NCTM. (2004) Empowering the Beginning Teacher of
    Mathematics in 
  • Chappell, M., Schielack, J., Zagorski, S.
    Elementary School 
  • Chappell, M. Pateracki. Middle School 
  • Chappell, M., Choppin, J., Salls, J. High
  • National Research Council (2001). Adding it up
    Helping children learn mathematics. J.
    Kilpatrick, J. Swafford, and B. Findell (Eds.).
    Mathematics Learning Study Committee, Center for
    Education, Division
  • Stein, Mary Kay, Smith, M., Henningsen, M.
    Silver, E. (2000) Implementing Standards-based
    Mathematics Instruction. NY Teachers College
    Press and NCTM.
  • West, L. Staub, F. (2003) Content-Focused
    Coaching  Transforming Mathematics Lessons.