Idaho Tier 2 Mathematics Coach and Leadership Training Katie Bubak , SESTA Coordinator Katiebubak@boisestate.edu Gina Hopper , SESTA Director Ginahopper@boisestate.edu
Objectives of Training Institute: Participants will explore: o Features of Tier 2 Mathematics framework. o Practices and systems of strong mathematics. o Components of Common Core State Standards (CCSS) Domain Progression. o Fundamental learning progression for single digit addition. o Ways to collect and analyze data for decision making. o Effective diagnostic tools. o Methods of professional development and in-service training. o Strategies for providing technical assistance and on-going training/support.
Objectives of Day 2: Participants will explore: • Characteristics of a supporting relationship. • Partnership Philosophy. • Non-verbal behaviors. • Strategies for active listening. • Verbal tools. • Mediational questioning. • Non-judgmental responses and feedback.
Days 1-2 Overview Day 1 Day 2 • Features of Tier 2 • Characteristics of Mathematics framework. supporting relationships • Practices and systems of • Strategies for active strong mathematics listening • Elements of effective staff • Verbal tools development • Mediational questioning • Effective coaching systems and coaches • Non-judgmental responses • Role & responsibilities (coach & administrator)
Processes that Develop a Learning Community • Maintain a focus on the • Use strategies that ensure purpose. that every voice is heard. • Collaborate. • Create and maintain a Common commitment o safe-to-risk climate. Valuing diversity and all o contributions Learning = taking risks o Interdependence Taking risks requires cognitive o o safety • Share leadership and • Set and follow norms that followership roles. support a learning • Support whole-brain community. processing (thinking and feeling). • Take time for reflection.
I hear, and I forget. I see, and I remember. What relevance do you see with this I do, and I understand. Chinese proverb and Academic I reflect, and I learn. Coaching? Chinese Proverb adapted by Carmen Friesen, Instructional Consultant Tulare County Office of Education, California
Establishing Trust & Rapport Reflection… Think about relationships you have had where trust is an important issue. How did you define trust?
Characteristics of a Supporting Relationship
Trust • Having confidence in another person. • Entrusting oneself to another person. • To put something confidently in the charge of another person. • To allow another to do something without fear of the outcome. • To believe and to hope.
Trust TRUST: The foundation for the development of relationship. TO COACH: To support another person’s growth, learning, and self-directedness, ONE MUST BE TRUSTWORTHY – ONE MUST BUILD & MAINTAIN TRUST!!!!
Rapport & Its Relationship to Trust Trust is about the whole of a relationship; rapport is about the moment. Trust is belief in and reliance on another person developed over time; rapport is comfort with and confidence in someone during a specific interaction. You cannot manipulate someone into a relationship of trust and rapport, but you can draw on specific non-verbal and verbal behaviors to nurture the relationship.
Creating a Culture that Nurtures Coaching • Continue to develop relationships by trusting others and being trustworthy. • Believe in other folks capacities to grow, learn, and change. • Establish and maintain safety for others to express their ideas and to take risks. • Set aside judgment. • Listen, paraphrase and inquire to invite thinking, reflection, and self-directedness. • Acknowledge positive aspects of performance with data rather than praise. • Invite individuals and groups to develop the capabilities of self-directedness by accessing the five states of mind. • Know when not to coach.
Partnership Philosophy Partnership, at its core, is a deep belief that we are no more important than those with whom we work, and that we should do everything we can to respect that equality. This approach is built around the core principles of equality, choice, voice, dialogue, reflection, praxis, and reciprocity. (Knight, 2007)
Partnership Philosophy • Equality : Instructional coaches and teachers are equal partners. • Choice : Teachers should have choice regarding what and how they learn. • Dialogue : Professional learning should enable authentic dialogue. • Reflection : Reflection is an integral part of professional learning. • Praxis : Teachers should apply their learning to real-life practice as they are learning. • Reciprocity : Instructional coaches should expect to get as much as they give. (Knight, 2007)
Mirroring Non-Verbal Behaviors On average, adults find more meaning in non-verbal cues than in verbal ones. Nearly two-thirds of meaning in any social situation is derived from non-verbal cues.
Non-Verbal Cues
Mirroring Non-Verbal Behaviors Mirroring is an effective means of building rapport with another person. When several of the following processes and communication systems are present, people can be said to be in rapport. Posture Gesture Pitch Volume Rate of Speech Language Choices Breathing
When to Consciously Apply Rapport Tools: • When I anticipate tension or anxiety in another. • When tension or anxiety emerges during a conversation. • When I can’t understand another person or when I’m having difficulty paying attention to another.
What does it mean to be an ACTIVE LISTENER?
Practice Active Listening 1. Stop Talking: to others and to yourself! Learn to still the voice within. You can’t listen if you are talking.
Practice Active Listening 2. Imagine the other person’s viewpoint. Picture yourself in his/her position, doing his/her work, facing his/her problems, using his/her language, and his/her values.
Practice Active Listening 3. Look, act, and be interested. (Don’t read through kids’ homework, doodle, shuffle, or tap papers while others are talking.)
Practice Active Listening 4. Observe nonverbal behavior, like body language, to glean meaning beyond what is said to you.
Practice Active Listening 5. Don’t interrupt. Sit still past your tolerance level. (Wait time.)
Practice Active Listening 6. Listen between the lines, for implicit meanings as well as explicit ones. Consider connotations as well as denotations. Note figures of speech. Instead of accepting a person’s remarks as the whole story, look for omissions – things left unsaid or unexplained, which should logically be present. Ask about these.
Practice Active Listening 7. Speak only affirmatively while listening. Resist temptation to jump in with an evaluative, critical, or disparaging comment at the moment a remark is uttered. Confine yourself to constructive replies until the context has shifted, and criticism can be offered without blame.
Practice Active Listening 8. To ensure understanding, rephrase what the other person has just told you at key points in the conversation. Yes, I know this is the old “active listening” technique, but it works – and how often do you do it?
Practice Active Listening 9. Stop talking. This is the first and last, because all other techniques of listening depend on it. Take a vow of silence once in a while.
Attitudes for Effective Listening • You must truly want to hear what the other person has to say. • You must view the other person as separate from yourself with alternative ways of seeing the world. • You must genuinely be able to accept the other person’s feelings, no matter how different they are from your own. • You must trust the other person’s capacity to handle, work through, and find solutions to his/her own problems. (New Teacher Center, 2011)
Listen to HEAR. Do NOT listen to SPEAK.
Ineffective Listening Patterns Surface Listening Pretending to listen while the listener’s mind is thinking about something else, or when the listeners is uninterested in the speaker or the topic.
Ineffective Listening Patterns Solution Listening Listening with the intention of providing answers, solving the speaker’s problem, or offering advice.
Ineffective Listening Patterns Autobiographical Listening Shifting the focus from the speaker to the listener with the topic being discussed triggers the listener’s own experiences or feelings.
Ineffective Listening Patterns Interruptive Listening Interrupting the speaker to say what the listener is impatient to say, to shift the conversation to unrelated tangents preferred by the listener, or to sidestep the issue being discussed by the speaker.
Ineffective Listening Patterns Inquisitive Listening Listening from the perspective of the listener’s self-serving curiosity.
Ineffective Listening Patterns Editorial Listening Interrupting the speaker to correct or revise the speaker’s words or to finish the speaker’s lines.
How we interact with others matters as much as the content about which we interact. We must provide emotional safety in order to produce cognitive complexity.
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