Coaching for Math GAINS Professional Learning Irene McEvoy, Provincial Math Coach April 3, 2009

Initial Steps in Math Coaching How going SLOWLY will help you to make significant GAINS FAST.

Establishing Norms Start and end on time Electronic devices off except on break

Norms Start and end on time Respond to the signal Each person gets the chance to speak and listen Participants direct their discussion to the whole group, not the facilitator Invest in your own learning and the learning of others. Contribute to a safe environment that encourages risk taking; be kind. Electronic devices off except on break

Overview of the next two days Clarify your personal image of what being a mathematics coach involves. View some examples of the math coaching process in action. Practice being a math coach in a safe environment through role play. Identify some next steps for yourself.

The Parking Lot Cheers Fears Un-clears

A Mathematics Classroom What does effective mathematics instruction look like today? What do you see that is different from the classrooms where you learned mathematics? What do you see that you are trying to increase in your school’s mathematics classrooms?

The “Guide” Aligned with 7-12 Literacy Guide A prototype for other subjects A research framework Find an indicator that addresses one of your foci for the year

More Precision Library

Sharpening the Instructional Focus 37 indicators in The Guide for Administrators and Other Facilitators of Teachers’ Learning for Mathematics Instruction 8 criteria in the Student Success Action Planning Template 3 strategic approaches 1 key focus May 2008 September

Sharpening the Instructional Focus Three strategic approaches: Fearless listening and speaking Questioning to evoke and expose thinking Responding to provide appropriate scaffolding and challenge Driver for

Sharpening the DI Focus Differentiation of content, process, and product based on student readiness, interest, and learning profile Differentiation based on student readiness and differentiation at the concept development stage

Connecting Foci Questioning DifferentiatingResponding Fearless listening and speaking

Awareness & Understanding Skill Development Application & Problem Solving Theory Modelling Practice Coaching, Study Teams, Peer Visits 85% 90% 15% 18% 80% 90% 5-10% 10-15% 80-90% Impact: Practice & Reflection Student Achievement Through Staff Development, 3 rd Edition – Joyce & Showers (2002)

What does being a math coach involve?

Mind’s On: Where are you presently? In pairs, create a Frayer Model for “Coaching” Definition Characteristics Examples Non-examples Coaching Pg. 2

It's all about trust! Sincerity Competence Benevolence Reliability Adapted from: Coaching Leaders to Attain Student Success – Gary Bloom

Content-Focused Coaching Is content specific. Teachers' plans, strategies and methods are discussed in terms of student learning. Is based on a set of core issues of learning and teaching. Fosters professional habits of mind. Enriches and refines teachers' pedagogical content knowledge. Encourages teachers to communicate with each other … in a focused, professional manner. from Content-Focused Coaching: Transforming Mathematics Lessons, by Lucy West, p.3

Now it's your turn … Role play the initial meeting between coach and coachee. Ask questions to lay a foundation for your later work with the teacher. Use the stems to probe more deeply. Switch roles after 5 minutes.

Coaching Strategies and Stems Paraphrasing Do I understand that… you don’t have access to computers? In other words …you want to try some differentiated instruction? It sounds like …you have explored a variety of resources? Clarifying What do you mean by … the course is too hard? Is it always the case that …the students in the class don’t listen? How is… teaching math same as/different from…teaching science? Interpreting What you are explaining might mean …students rely on formulas Could it mean that … students need more time on this topic? Is it possible that … the following things could result from… ? Pg. 3

Who are you? What are your strengths, teaching style, beliefs, goals,…? What do you want me to know about you as a math teacher? How long have you been teaching? What’s your math history? Tell me about your students. What are you curious about with respect to teaching and learning?” Initial Meeting

The Power of Effective Coaching Powerful professional learning results in application in the classroom. Powerful Designs, National Staff Development Council, 2008

Let's hear from another expert: Cathy Fosnot (Fosnot, 2002) Discuss with a partner any new thoughts about coaching. Re-visit and revise your Frayer model.

Break

Enhancing Questioning Skills

Coaching Practices/Strategies Paraphrasing Clarifying Interpreting Probing Instructing Summarizing Pg. 3-5

Coaching Practices/Strategies Probing Often these questions are asked in the co- planning stage The coachee often doesn’t have an immediate answer – wait time! Coachee thinks deeper about the matter being discussed Helps create a paradigm shift Empowers the coachee to develop habits of mind Moves thinking from reaction to reflection

Strategies for planning… Probing Questions What is the big idea/goal/concept for in this lesson? How does this lesson connect to previous understandings/lessons and future ones? What are some student misconceptions about this concept/idea? What action might the students engage in, and how will these be introduced? How will this action help them with their understanding of the concept? How will you know when the students have understood? What would be some questions (open, parallel) that would help students explore the problem?

Probing questions by the coach… –Evoke teacher thinking. –Expose teacher thinking. –Help the teacher see and drill into “good pedagogical practice”.

More strategies for planning … Instructing Questions Can I provide more information on…algebra tiles? Would you like me to provide a list of…possible websites? If you have not seen/heard …. of TIPS, would you like me to show you how where to find them and walk through a lesson with you? Research seems to show that…adolescent learners are often not ready for abstract thinking Some teachers find it helpful to… design a word wall with students

Co-planning video-observation Watch the video clip of this co- planning session Pay attention to: –w ho controls the discussion –the kinds of questions being asked (e.g. what probing or instructing questions are used?) –how the coach helps to articulate the big ideas of the lesson

Co-Planning Use the LNS Co-Planning Observation Guide to record your notes Pg. 8

Co-Planning Debrief Discuss your observations based on your notes. Just the facts, please. What coaching strategies and question stems did you see the coach use?

Lesson Observation We’ll view enough of the actual lesson that viewing the debriefing meeting has some context.

Lesson Observation Debrief You’ve had a chance to view some key parts of the grade 3 lesson. Now view the debriefing meeting video clip. Be prepared to discuss your observations of the debriefing process. Use the LNS Debrief Observation Guide to record your notes. Pg. 9

Lunch