Idaho Tier 2 Mathematics Coach and Leadership Training Katie Bubak - - PowerPoint PPT Presentation
Idaho Tier 2 Mathematics Coach and Leadership Training Katie Bubak , SESTA Coordinator Katiebubak@boisestate.edu Gina Hopper , SESTA Director Ginahopper@boisestate.edu Moscow Coaches Training Team Training September 13-14, 2012: Boise,
Katie Bubak, SESTA Coordinator
Katiebubak@boisestate.edu
Gina Hopper, SESTA Director
Ginahopper@boisestate.edu
Coaches’ Training Team Training September 13-14, 2012: Boise, ID (All Statewide Coaches) October 22-23, 2012 October 23, 2012 March 11, 2012 March 11, 2012
Coaches’ Training Team Training September 13-14, 2012: Boise, ID (All Statewide Coaches) October 23-24, 2012 October 24, 2012 March 12, 2012 March 12, 2012
Coaches’ Training Team Training September 13-14, 2012: Boise, ID (All Statewide Coaches) October 26&29, 2012 October 29, 2012 March 15, 2012 March 15, 2012
Coaches’ Training Team Training September 13-14, 2012: Boise, ID (All Statewide Coaches) October 31 – November 1, 2012 November 1, 2012 March 19, 2012 March 19, 2012
Coaches’ Training Team Training September 13-14, 2012: Boise, ID (All Statewide Coaches) November 1-2, 2012 November 2, 2012 March 20, 2012 March 20, 2012
Participants will explore:
Progression.
training/support.
Participants will explore:
and collaborating.
every voice is heard.
safe-to-risk climate.
safety
support a learning community.
purpose.
contributions
followership roles.
processing (thinking and
feeling).
yourself.
particularly successful.
Academic Systems Behavioral Systems
1-5% 1-5% 5-10% 5-10% 80-90% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive
Idaho’s Tiered Academic Instructional and Positive Behavioral Interventions and Support (PBIS) Framework
Lee Pesky Learning Center 2012
Lee Pesky Learning Center 2012
K 1 2 3 4 5 6 7 8 HS
Counting & Cardinality Number and Operations in Base Ten Ratios and Proportional Relationships Number & Quantity Number and Operations – Fractions The Number System Operations and Algebraic Thinking Expressions and Equations Algebra Functions Functions Geometry Geometry Measurement and Data Statistics and Probability Statistics & Probability
Lee Pesky Learning Center 2012
Assessing Math Concepts, PreK- 3rd
(Kathy Richardson)
Handbooks, K-2, 3- 5, 6-8, 9-12
Lee Pesky Learning Center 2012
Lee Pesky Learning Center 2012
Elementary:
Word prob. X and Div. Understanding + and - Facts Fractions
Lee Pesky Learning Center 2012
Clearinghouse
Lee Pesky Learning Center 2012
Scaffolded, guided practice
What Works Clearinghouse and Doing What Works Recommendation
Lee Pesky Learning Center 2012
Interventions should focus intensely on in-depth understanding of whole numbers (K-5) and rational numbers (grades 4-8). Interventions should include instruction on solving word problems that is based on common underlying structures. Interventions at all grade levels should devote about 10 minutes in each session to building fluent retrieval of basic facts.
Lee Pesky Learning Center 2012
Ab stra c t
Re pre se nta tio na l Co nc re te
Lee Pesky Learning Center 2012
critical information
Lee Pesky Learning Center 2012
representations?
processes?
review?
Lee Pesky Learning Center 2012
Lee Pesky Learning Center 2012
Lee Pesky Learning Center 2012
Lee Pesky Learning Center 2012
learning the specific skills being taught in the intervention
with what is being measured schoolwide
Lee Pesky Learning Center 2012
Lee Pesky Learning Center 2012
Supporting systematic change in a school community is a long-term journey that begins with dreams and big ideas which can be embraced by faculty, administration, students, families, and community members initially with words which develops into actions or behaviors and then become habits through practice to ultimately form climate or culture.
(SERESC: The Southeastern Regional Service Center)
will be worth the effort.
each teacher’s learning style and needs.
(Kise, 2006)
Assumptions:
efficacy.
understandings, knowledge, experience, and purpose.
experience – both successes and failures. Self-refection, self-assessment, and self-direction are critical to learning and development.
change.
more of who we are becoming.
(New Teacher Center, 2011)
academic, reading/literacy) with clearly defined role and responsibilities.
understanding of future role and responsibilities.
role and responsibilities.
As educators, we read research indicating teacher quality is the most important factor in student achievement, so we simply select a good teacher who has the most knowledge (or more likely, the most seniority) from within the ranks of the staff, promote him or her, and bestow upon the teacher the title of “instructional coach.” One minute a classroom teacher; the next, a “teacher educator.” We don’t have a clear idea what that title means or what the person in the role should be doing specifically, but we charge ahead, trusting (or often just hoping) that the person with the title will somehow discover the way.
(Hall & Simeral, 2008)
Effective coaching incorporates an array of interrelated approaches that promote coherence, focus, and alignment at multiple levels of school systems:
(Annenberg Institute for School Reform)
A growing body of research suggests that coaching is a promising element of effective professional development in some of the following ways.
change.
practice.
accountability.
school system.
(Annenberg Institute for School Reform)
and challenges (and new challenges that arise)
(http://www.pbis.org)
Training Outcomes Related to Training Components (Joyce & Showers, 2002) Training Outcomes Training Components Knowledge of Content Skill Implementation Classroom Application Presentation/ Lecture 10% 5% 0% Plus Demonstration 30% 20% 0% Plus Practice 60% 60% 5% Plus Coaching/ Admin Support/ Data Feedback 95% 95% 95%
from systemic goals.
system, not the only answer.
reach resistant teachers.
(Annenberg Institute for School Reform)
systematic documentation of impact.
and content.
exclusion of differentiation and equity.
(Annenberg Institute for School Reform)
Is highly self-reflective. Is skilled in recognizing others’ strengths, abilities, and beliefs. Is a servant leader. Is patient. Considers “the bus question.”
(Hall & Simeral, 2008)
the target skill(s).
(http://www.pbis.org)
Set of responsibilities, actions, activities …not a person. Bridge between training & implementation …not administrative accountability. Positive & supportive …not nagging.
(http://pbismaryland.org)
Is the art of identifying and developing a person’s
areas that are natural weaknesses for them, coaches help them do that through techniques that utilize strengths. Is a partnership between the coach and the person being coached.
(Kise, 2006)
Recognizes that individual differences will and should occur in how most changes are implemented in the classroom. A coach works to understand how a practice fits with an individual teacher’s style and then helps that teacher develop his or her own strategies within the parameters of a school reform.
(Kise, 2006)
Is NOT a method for squelching resistance to change without understanding the underlying causes of that
and obstacles, real or imagined, that teachers face and then addressing those obstacles in ways that provide support for the teacher.
(Kise, 2006)
Is far from a “white rat” supervision tool, where
he or she applies a given set of practices. Each teacher comes with not just a personality type, but concerns, educational experiences, models of excellence, tried-and- true methods, and prior successes and failures that also influence how they teach – and how they need to be coached.
(Kise, 2006)
impact.
(http://www.pbis.org)
West, L. 2010)
Their Full Potential (Skiffington, S., Washburn, S., & Elliott, K. 2011)
That Improve Instruction (Annenberg Institute for School Reform)
Got it. I know, understand, and/or agree with this. This is really important or interesting. I don’t understand this, or this does not make sense to me.
(Hall & Simeral, 2008)
Coach Building Administrator Common Responsibilities Develops relationships Observes teachers Analyzes assessments Provides resources Mentors/challenges teachers Strengthens the community of learners
(Hall & Simeral, 2008)
Coach Building Administrator Distinct Responsibilities Peer Not an administrator Provides constructive feedback Models lessons Superior IS an administrator Provides summative feedback Evaluates lessons
(Hall & Simeral, 2008)
Coach Building Administrator Distinct Responsibilities Servant leadership Collaborative goal setting Provides professional development Counsels teachers Motivation Visible leadership Directive goal setting Coordinates professional development Directs teachers Inspiration
The key is for the coach and the administrator to view their roles as interdependent, relying on each other to fully support, challenge, and guide teachers as they strive for improvement.
(Hall & Simeral, 2008))
When a teacher and a coach can enter a collaborative relationship with the expressed goal
to all. Not only do both the teacher and coach enhance their professional skills, but by working together, they also engage in the practice of
(Simeral & Hall, 2008)
what, and how,” of your thinking.
shared idea generation and reflection with attention to one’s own impulse control, so the coachee has room and an invitation to fully participate as an equal.
colleague from one place to another.
guide and support system.
(Lipton & Wellman, 1999)
Coach’s Behavior Coachee’s Behavior
Be a retriever of information for your team!
Statewide Special Education Technical Assistance (SESTA)
Center for School Improvement & Policy Studies, BSU Gina Hopper SESTA Director ginahopper@boisestate.edu Sydney Fox SESTA Program Manager sydneyfox@boisestate.edu Katie Bubak SESTA Coordinator katiebubak@boisestate.edu David Klungle SESTA Program Coordinator davidklungle@boisestate.edu
Idaho Training Clearinghouse
Cari Murphy
carilee@uidaho.edu
Autism Supports
Barbara Broyles
bbroyles@uidaho.edu
Professional Development
Robin Greenfield
rgreen@uidaho.edu
Assistive Technology Technical Assistance
Janice Carson
janicec@uidaho.edu