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

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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


1
Preparing Math Teachers as Instructional Coaches
of Urban Classrooms at Small (Gates) High
Schools Schools in Need of Improvement
  • Henry Kranendonk kranendhx_at_milwaukee.k12.wi.us
  • Mathematics Curriculum SpecialistMilwaukee
    Public Schools
  • Henry S. Kepner, Jr. kepner_at_uwm.eduDepartment
    of Curriculum Instruction and Department of
    Mathematical SciencesUniversity of
    Wisconsin-Milwaukee
  • National Council of Supervisors of
    MathematicsAnnual Meeting, Atlanta, GA
  • March 20, 2007

2
Mentoring new staff the unfunded mandate
  • Acting as a sponsor
  • Encouraging self-reliance
  • Encouraging true collegiality
  • Encouraging reflection on practice
  • Provide timely, appropriate feedback

3
Mentoring is
  • Sharing
  • Reflecting
  • Supporting
  • Mentoring is NOT
  • Evaluating
  • Substituting

4
Mentoring Roles
  • To consult
  • To collaborate
  • To Coach

5
Consult share vital information
  • Procedural expectations
  • Building/district policy, materials, access to
    resources
  • Craft of teaching establishing classroom
    routines, instructional strategies, assessments

6
  • 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

7
Collaborate co-develop the information pool.
  • Shared analysis
  • Problem solving
  • Decision-making and
  • Reflection

8
Collaboration Activity
  • Examine a 9th grade constructed response
    assessment.
  • Teacher and coach Describe what misconceptions
    and mistakes your students would bring to this
    assessment
  • Teacher and coach Describe what you expect your
    students will do to develop this assessment - and
    why!
  • Teacher and coach Describe what a student must
    develop to be considered proficient with this
    activity.

9
  • (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

10
Reciprocal nature support mutual learning,
growth, respect.
  • Brainstorm with colleague
  • Reasons,
  • ideas,
  • solutions,
  • Intervention
  • Co-plan
  • Co-teach

11
Coaching Goal to empower a colleagues
expertise in
  • Planning,
  • Reflecting on practice, and
  • Instructional decision-making
  • Focused on student learning of mathematics.

12
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.

13
References
  • 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.
    www.ed.gov
  • Grant, Scott Nelson, et.al. (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.

14
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
    School.
  • 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.
    Heinemann.
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