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

10/27/2014 1

John T. Sutton, Ph.D. RMC Research Corporation 633 17th 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

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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)

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 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?

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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

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Instructional Coaching

Focus on best instructional practices, student engagement, classroom management

Content Coaching

Focus on extending teachers’ understanding

• f mathematical knowledge and to

understand student thinking about those concepts.

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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

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Challenges

Teacher Buy-in Scheduling Time District Expectations

Teacher Buy-in

BUILD RELATIONSHIPS! Offer choice: Create a menu

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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

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Advice

Build Relationships Get a job description from your district Continue professional development Find a support group

10/27/2014 10 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)

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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

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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”

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DARLA R. BERKS

Ma Math Inst th Instruct ctio iona nal l Coac Coach Lincoln ncoln Pu Public Sc Schools s (sin

(since 2008) ce 2008)

cu currently ently at Lincoln ncoln Hi High gh Sc School

• ol

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

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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

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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

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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

• n-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

• f teaching mathematics.

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Coaching Knowledge Knowledge of Student Learning Knowledge of Teacher Learning Mathematics Content Knowledge

Knowledge Domains Coaching Knowledge

Coaching Knowledge Relationships Leadership Assessment Teacher Development Teacher Learning Teacher Practice Student Learning Communication

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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

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Culture of Coaching

School Leaders Mathem atics Coach Teacher

 Articulate a clear vision for teaching and learning  I m plem ent coaching as a professional developm ent m odel  Set aside tim e for coaching w ithin the daily schedule  Share goals and beliefs of coaching to entire school  Articulate clear expectations for coaching  Budget appropriate resources ( tim e and personnel) to support coaching  Make m athem atics coaching a priority  Ask reflective questions

• f teachers

 Provide feedback to teachers  Share instructional m aterials and resources  Maintain confidentiality w ith teachers about coaching sessions  Use a structured approach for coaching:

• Gather inform ation

before the lesson

• Observe com plete

lesson

• Collect & docum ent

evidence from lesson

• Debrief & reflect

w ith teacher after lesson  Be flexible & dependable  Make m athem atics coaching a priority  Com m unicate specific instructional needs to coach  Ask for specific types

• f support from the

coach  Listen to hear ideas being presented  Take shared responsibility for cultivating a positive and productive coaching relationship  Set aside appropriate am ount of tim e for coaching sessions  Be open to try new instructional practices  Make m athem atics coaching a priority

Consumer of Coaching Framework

 Feedback  Reflection  Classroom

expectations

 Content  Structure  Communicating needs

How to be a W ise Consum er of Coaching ( Journal of Staff Developm ent, February 2 0 1 1 )

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PD for Mathematics Coaches (1 ½ days)

 Developing rapport and trust with teachers  Adult learners  Change process  Observing / practicing coaching techniques  Videos  Scenarios  Tools to determine teacher needs  Teacher Needs Inventory  Reflections (Coach and Teacher)  Sharing and discussions among coaches

Ten Roles for Coaches

(Killion, 2009)

 Data coach  Resource provider  Mentor  Curriculum specialist  Instructional

specialist

 Classroom supporter  Learning facilitator  School leader  Catalyst for change  Learner