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

Objectives of Training Institute:

Participants will explore:

• Features of Tier 2 Mathematics framework.
• Practices and systems of strong mathematics.
• Components of Common Core State Standards (CCSS) Domain

Progression.

• Fundamental learning progression for single digit addition.
• Ways to collect and analyze data for decision making.
• Effective diagnostic tools.
• Methods of professional development and in-service training.
• 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

Mathematics framework.

• Practices and systems of

strong mathematics

• Elements of effective staff

development

• Effective coaching

systems and coaches

• Role & responsibilities

(coach & administrator)

• Characteristics of

supporting relationships

• Strategies for active

listening

• Verbal tools
• Mediational questioning
• Non-judgmental

responses

Processes that Develop a Learning Community

• Use strategies that ensure

that every voice is heard.

• Create and maintain a

safe-to-risk climate.

• Learning = taking risks
• Taking risks requires cognitive

safety

• Set and follow norms that

support a learning community.

• Maintain a focus on the

purpose.

• Collaborate.
• Common commitment
• Valuing diversity and all

contributions

• Interdependence
• Share leadership and

followership roles.

• Support whole-brain

processing (thinking and

feeling).

• Take time for reflection.

What relevance do you see with this Chinese proverb and Academic Coaching?

I hear, and I forget. I see, and I remember. I do, and I understand. I reflect, and I learn.

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
• f 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

• ver 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

• r 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

• ffered 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

• ften 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

• ffering 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.

Learning-Focused Verbal Tools

Pausing to provide a space for thinking. Paraphrasing to establish a relationship and increase understanding. Inquiring to invite the construction of new connections and meanings. Probing gently to clarify thinking and increase precision. Extending thinking by providing resources and information.

(Mentoring Matters, 1999)

Pause to Enhance Thinking and Thoughtfulness

Wait Time I

PAUSE after asking a question.

• To allow thinking time.
• To signal support for thinking.
• To demonstrate your belief in your colleague’s

capacity for thinking.

(Mentoring Matters, 1999)

Pause to Enhance Thinking and Thoughtfulness

Wait Time II

PAUSE after a colleague responds.

• To allow time to retrieve additional and/or

related information.

(Mentoring Matters, 1999)

Pause to Enhance Thinking and Thoughtfulness

Wait Time III

PAUSE before your next question or response.

• To model thoughtfulness and a need to think

before responding.

(Mentoring Matters, 1999)

Elements of the Invitation

Attending fully Approachable voice Plural forms Exploratory language Positive presupposition

(Mentoring Matters, 1999)

Approachable Voice

An approachable voice is well modulated and tends to rise at the end of the statement, paraphrase or questions, signaling openness and exploration.

(Mentoring Matters, 1999)

Plural Forms

(i.e. goals instead of goal, concerns rather than concern).

This pattern frees the coachee from having to evaluate and sort at this point in the

• conversation. Some people need to hear their

issues aloud before they know which are most central.

(Mentoring Matters, 1999)

Exploratory Language

Use exploratory paraphrasing by inserting words like some, might, seems, possible and hunches into both paraphrases and questions. These terms, like the use of plurals, widen the potential range of response and reduce the need for surety. Words like could and why tend to decrease the confidence of listeners and may seem to seek premature commitment to ideas or actions.

(Mentoring Matters, 1999)

Exploratory Language

Some examples of exploratory language include:

“So, you’re noticing that some of your students are having difficulty with that concept.” “How might you go about doing that?” “You’re naming some possible solutions. Which seem most promising at this point?” “What are some of your hunches about why that may be so?”

(Mentoring Matters, 1999)

Positive Presuppositions

Presuppositions are embedded in our language, not in the words, necessarily, but in the assumptions underlying the

• communication. A positive presupposition

communicates our belief in a colleague’s capacity and willingness to engage.

(Mentoring Matters, 1999)

Positive Presuppositions

For example, we might offer a paraphrase for: “My students just can’t do this work”

• “So, you’re concerned about your students’ success.”

Instead of asking, “Can you see any…?”

• You might ask,
• “As you examine students work, what are some of the

details that you are noticing?”

• “As you develop the plan for this class, what are some

things that are important to you?”

(Mentoring Matters, 1999)

Using Paraphrase

The purposeful use of paraphrase signals

• ur full attention. It communicates that we

understand the coachee’s thoughts, concerns, questions, and ideas; or that we are trying to. By signaling that we are listening, we earn permission to inquire for details and press for elaboration.

(Mentoring Matters, 1999)

A Scaffold for Crafting Paraphrases

Acknowledge and Clarify:

• So, you’re feeling __________________
• You’re noticing that __________________
• In other words __________________
• Hmm, you’re suggesting that _________________

(Mentoring Matters, 1999)

A Scaffold for Crafting Paraphrases

Acknowledge and Clarify:

For example, a colleague might say:

“I don’t know how I’ll get all of this work done. I’ve got a final exam to correct, end-of-term grades and then the paperwork for closing the year!”

To which a coach might respond:

“You’re feeling overwhelmed by all you have to do at this time of the year.”

(Mentoring Matters, 1999)

A Scaffold for Crafting Paraphrases

Summarize and Organize:

• So, there seem to be two key issues here ______________ and

______________

• On the other hand, there is ______________ and on the other

hand, there is ______________

• For you then, several themes are emerging; ______________
• It seems you’re considering a sequence or hierarchy here;

______________

*This type of paraphrase is useful when there’s been a great deal said in a long stream of language.

(Mentoring Matters, 1999)

A Scaffold for Crafting Paraphrases

Summarize and Organize:

For example, a colleague might say:

“I’m so confused. During language arts, my students work well in groups, participate in class and complete their assignments. In science, they are constantly off-task and I need to keep them doing individual work to keep control in the classroom.”

To which a coach might respond:

“You’re noticing significant differences between your students’ performance in language arts and their performance in science.”

(Mentoring Matters, 1999)

A Scaffold for Crafting Paraphrases

Shifting Level of Abstraction (Up or Down):

• So, a(n) ______________ for you might be

______________

(Mentoring Matters, 1999)

Shifting Up Shifting Down Category Value Belief Assumption Goal Intention Example Non-example Strategy Choice Action Option

A Scaffold for Crafting Paraphrases

Shifting Level of Abstraction:

• We move to higher logical levels by naming the big ideas; including

concepts, categories, goals, and values.

• We focus by moving to lower logical levels when abstractions and

concepts need grounding in details. We might offer some specific details or an example.

For example, a colleague might say:

“My kids have trouble getting started, and they’re always asking for help.”

To which a coach might respond:

“So one of your goals is to create self-reliance in your learners.” (Shift Up) Or: “You’re finding that your students’ are not able to follow directions.” (Shift Down)

(Mentoring Matters, 1999)

Three Types of Paraphrases, Three Intentions

(Mentoring Matters, 1999)

Acknowledge/Clarify Summarize/Organize Shift Level of Abstraction

Paraphrase a Partner

Partner A: Describe a difficult situation you are currently experiencing. Partner B: Paraphrase what Partner A has communicated with you. Switch roles.

Designing Questions to Promote Thinking

Skillful coaches are purposeful in their use of questions. A coach’s linguistic repertoire includes the capacity to frame language that opens thinking, as well as language that focuses thinking.

(Mentoring Matters, 1999)

Designing Questions to Promote Thinking

Mediational Questions Inquiring Probing

Designing Questions to Promote Thinking

Extending the Invitation: Nondichotomous Questions

Just as with the paraphrase, mediational questions are enveloped by an invitation to think. They, too, require an approachable voice, the use of plurals, attention to exploratory language and communication of positive

• presupposition. In addition, questions that invite thinking

are framed with open-ended, nondichotomous question forms (cannot be answered yes or no).

(Mentoring Matters, 1999)

Designing Questions to Promote Thinking

Intention-Driven Questions: Providing Cognitive Focus

Planning, problem-solving and reflecting require specific ways of thinking. Learning-focused coaches craft mediational questions that are purposefully driven by a specific cognitive intention. Mediational questions that invite and focus thinking build professional capacity and self-directed learning.

(Mentoring Matters, 1999)

Explore thinking by asking about: goals, values, beliefs, assumptions, perspectives, possibilities, alternatives, options, implications.

“What might be some goals you’ve selected for…? “As you evaluate the situation, what are some of the things that make that important to you? “What beliefs might be connected to…? “What might be some of the assumptions you’re applying to…? “As you consider options, what possibilities might there be…? “In analyzing this situation, what are some of the implications?” “What might be some other perspectives on this issue?”

(Center for Cognitive Coaching, 2011)

Questions that Focus: Probing for Specificity

Non-Judgmental Responses

Evidence Opinion

• Observable and

specific

• Objective
• Free of value

judgment

• Unambiguous
• Draws conclusions or

includes inferences

• Subjective
• May include value

judgment

• May be subject to

debate

Giving Feedback

• Focus on changeable

behavior.

• Attend to the teacher’s

needs/area of focus.

• Be balanced.
• Use the teachable

moment.

• Be well-timed.

(Mentoring Matters, 1999)

• Be truthful.
• Be specific rather than

general.

• Describe rather than

evaluate.

• Note impact of behavior

upon others (e.g., students).

Giving Feedback

Read through the handout and mark:

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.

Practice Coaching

• Use exploratory language
• Embed positive

presuppositions

• Paraphrase
• Steer clear of evaluative

language

• Be purposeful with your

questions (are you trying to inquire, probe, or extend thinking?)

• Create trust
• Be aware of non-verbal

behaviors

• Practice active listening
• Implement wait time
• Use an approachable

voice

• Incorporate plural forms

Reflection…

Thinking back to the beginning of this session, how has your awareness

• r understanding of coaching changed?

What questions do you still have about beginning this new phase in your career, even if you’ve been a coach in the past?

Things to do before the next training:

• What do you need accomplish?
• What needs to be read and prepared?
• Who can you practice with?
• Who is going to help you define your role and

responsibilities?

• What resources do you need? From whom?
• Review binder from Day 1 & 2.

Remember…

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