John T. Sutton, Ph.D. RMC Research Corporation 633 17 th St., Suite - PDF document

10/27/2014 John T. Sutton, Ph.D. RMC Research Corporation 633 17 th St., Suite 2100 Denver, CO 80202 (800) 922-3636 Cindy Beaman, Grand Island Public Schools District K-5 Mathematics Coach Tanya Archie, Omaha Public Schools King Science/Technology Magnet Middle School and McMillan Magnet Middle School Math Coach Darla Berks, Lincoln Public Schools Lincoln High School Math Coach Arlene Mitchell, RMC Research Corporation Examining Mathematics Coaching PD Provider 1

10/27/2014  Examining Mathematics Coaching – Elizabeth Burroughs, John Sutton, David Yopp ‐ Montana State, RMC Research, University of Idaho  Coaching Science Inquiry – Gwen Nugent, Gina Kunz, Jon Pedersen, Jim Houston ‐ National Center for Research on Rural Education ‐ University of Nebraska ‐ Lincoln  Mathematics coaching: Tools and resources for coaches and leaders, K ‐ 12. Jennifer Bay ‐ Williams/ Maggie McGatha – University of Louisville  Mathematics Coaching Supporting English Language Learners – Mark Driscoll –Education Development Center  Elementary Mathematics Specialist and Teacher Leaders Project – Skip Fennel – McDaniel College  Elementary Mathematics Coaches – Pat Campbell ‐ University of Maryland  Content Coaching for Improved Mathematics and Science: The CAMS Model – Merck Institute (MS Mathematics and Science) 2

10/27/2014  What type of support or training helped you to transition from a Master Teacher to a Coaching Role?  What additional training would have been helpful in making this transition?  What challenges have you encountered in making the change from a Master Teacher (really great classroom leader) to a building or district coach?  What strategies did you employ to address these challenges?  If you were giving advice to another Noyce Project that was thinking about helping their Master Teachers become building/district level coaches, what would that be?  If you were giving advice to another Master Teacher that was thinking about becoming a building/ district level coach, what would that be? 3

10/27/2014 Mathem atics Coaching: Moving from Master Teacher to Mathematics Leader Cindy Beaman, Grand Island Public Schools NENoyce Master Teaching Fellow, District K-5 Coach Support/ Training Reading and studying different coaching models: Instructional, Content, Cognitive 4

10/27/2014 Instructional Coaching Focus on best instructional practices, student engagement, classroom management Content Coaching Focus on extending teachers’ understanding of mathematical knowledge and to understand student thinking about those concepts. 5

10/27/2014 Cognitive Coaching Focus on building capacity of teachers by helping them become more aware of their thinking and actions. Support Group/ Ongoing Professional Development Scheduled Collaborative Meetings Continuing support for professional development 6

10/27/2014 Challenges Teacher Buy-in Scheduling Time District Expectations Teacher Buy-in BUILD RELATIONSHIPS! Offer choice: Create a menu 7

10/27/2014 Scheduling Time Work with new teachers first Decide where needed the most Offer choices/ who wants to be coached? District Expectations Get it in writing You are not an evaluator You are not a sub You are not an assistant principal 8

10/27/2014 Advice Build Relationships Get a job description from your district Continue professional development Find a support group 9

10/27/2014 WHAT TYPE OF SUPPORT HELPED YOU TO TRANSITION?  Formal training  Collaboration and shadowing WHAT WOULD HAVE BEEN HELPFUL?  A cooperative coach – assigned mentor  Time for personal development (reading, research, etc) 10

10/27/2014 WHAT CHALLENGES HAVE I ENCOUNTERED?  Struggles with teachers resembles struggles with students (perseverance, ownership, allowing struggle, trying something new)  Is the change sustainable? STRATEGIES EMPLOYED  Building relationships  Maintaining confidentiality  Making their teaching valuable to me 11

10/27/2014 ADVICE TO OTHERS  Allow time for collaboration  Expose coaches to multiple classrooms and have discussions about what you might do as a coach before going to your buildings ADVICE SO SOMEONE CONSIDERING COACHING  Consider very honestly your reasons for leaving  Changes some relationships  Opportunity to influence more students  Be very clear with your role and be ready to say “no” 12

10/27/2014 D ARLA R. B ERKS Ma Math Inst th Instruct ctio iona nal l Coac Coach s (sin (since 2008) ce 2008) Lincoln ncoln Pu Public Sc Schools cu currently ently at Lincoln ncoln Hi High gh Sc School ool What type of support or training helped you to transition from a Master Teacher to a coaching role?  Curriculum Department – regular meetings  Training led by Jim Knight  Read, read, read!  Attended conferences 13

10/27/2014 What additional training would have been helpful in making this transition?  ??? - lots of the learning takes place “on the job”  Possibly shadowing others What challenges have you encountered and what strategies did you employ to address these challenges?  How to help teachers sustain their gains  How to help teachers “learn” affective traits  Isolation  I have continued my own learning; I have found a coworker that can brainstorm with me when needed 14

10/27/2014 What advice would you give to another Noyce project that was thinking about helping their Master Teachers become coaches?  Have an “expert” to serve as support and guidance  Help define their role What advice would you give to another Master Teacher that was thinking of becoming a coach?  Be patient!  Building trust is an essential foundational piece  Assume positive intentions  Keep your role separate from administration/evaluations  There is value in working with teachers that want help 15

10/27/2014 Mathematics Coaching: Moving from Master Teacher to Mathematics Leader Arlene P. Mitchell RMC Research Corporation Denver, CO Professional Development for Coaches A mathematics coach is an on-site professional developer who enhances teacher quality through collaboration , focusing on research-based, reform -based, and standards-based instructional strategies and mathematics content that include the w hy, w hat, and how of teaching mathematics. 16

10/27/2014 Knowledge Domains Mathematics Content Knowledge Coaching Knowledge of Knowledge Student Learning Knowledge of Teacher Learning Coaching Knowledge Relationships Communication Leadership Coaching Student Learning Assessment Knowledge Teacher Practice Teacher Development Teacher Learning 17

10/27/2014 Professional Development for Coaches and Administrators  Eight sessions (October – February)  ½ day for coaches and their administrators  1 ½ days for coaches only  Refresher session (September)  ½ day for coaches and their administrator  1 ½ days for coaches only PD Sessions for Administrators & Coaches (1/2 day)  Discuss progress of coaching within building  Establish a culture of coaching in building  Provide information on effective mathematics classrooms:  Standards for Mathematical Practices  Principles to Action  Relate coaching cycle to administration support 18

10/27/2014 Culture of Coaching School Leaders Mathem atics Coach Teacher    Articulate a clear Ask reflective questions Com m unicate specific vision for teaching of teachers instructional needs to and learning coach  Provide feedback to   I m plem ent coaching teachers Ask for specific types as a professional of support from the  Share instructional developm ent m odel coach m aterials and resources   Set aside tim e for Listen to hear ideas  Maintain confidentiality coaching w ithin the being presented w ith teachers about daily schedule  coaching sessions Take shared  Share goals and responsibility for  Use a structured beliefs of coaching to cultivating a positive approach for coaching: entire school and productive Gather inform ation o coaching relationship  Articulate clear before the lesson  expectations for Observe com plete Set aside appropriate o coaching lesson am ount of tim e for Collect & docum ent coaching sessions o  Budget appropriate evidence from lesson  resources ( tim e and Be open to try new Debrief & reflect o personnel) to instructional practices w ith teacher after support coaching lesson  Make m athem atics  Make m athem atics coaching a priority  Be flexible & dependable coaching a priority  Make m athem atics coaching a priority Consumer of Coaching Framework How to be a W ise Consum er of Coaching ( Journal of Staff Developm ent, February 2 0 1 1 )  Feedback  Reflection  Classroom expectations  Content  Structure  Communicating needs 19