The role of the math coach in the Singapore classroom Linda West SMARTTraining, LLC

Coach What comes to mind?

What do coaches do? What must coaches know? Observations

Coaching IS…. ALL ABOUT YOUR OWN PROFESSIONAL GROWTH A professional growth mindset Positive Solutions based Confidential Time honoring Client honoring Negotiated A safe processing place ALL ABOUT YOUR OWN PROFESSIONAL GROWTH

What is a math coach?

Coaching is NOT…. Evaluative Public Judgmental A way to “Fix You” …You are NOT broken! A “spy” approach A “Let me tell you what you are doing wrong” approach Suggesting changes I want to see

Think About This: ~John Dewey “We don’t learn from experience. We learn from reflecting on experience.” ~John Dewey

Support the teacher

Getting teachers on board Use “we” instead of “you” in your meetings. Try not to call out the teacher… “Where are your students struggling?”

Center for Public Education Principle 1 The duration of professional development must be significant and ongoing to allow time for teachers to learn a new strategy and grapple with the implementation problem. Principle 2 Teachers’ initial exposure to a concept should not be passive, but rather should engage teachers through varied approaches so they can actively participate in making sense of a new practice Principle 3 Modeling has been found to be highly effective in helping teachers understand a new practice. Principle 4 The content presented should not be general but rather specific to the grade level.

Getting teachers on board Work through an article or a book together. Possible books for a book study: Knowing and Teaching Elementary Mathematics, Liping Ma Arithmetic for Parents, Ron Aharoni The Singapore Model Method for Learning Mathematics, Ministry of Education, Singapore Elementary Mathematics for Teachers, Parker/Baldridge Elementary Geometry for Teachers, Parker/Baldridge Sensible Mathematics: A Guide for School Leaders in the Era of the Common Core State Standards, Steven Leinwand

Math content knowledge Teachers must be able to answer the all-important question: Why? Three meanings of subtraction Two interpretations of division Fractions

Build confidence Give lots of praise…when appropriate Word problem practice Eight ways from Sunday!

pacing Teaching to mastery vs. exposure Can’t hold everyone back for a few More than one class… Belief in Singapore: Don’t slow down for the slow ones. They are already behind.

TEACH MODEL LESSONS Use best practices. Planned vs. spontaneous Gradual release of responsibility

Lesson planning Differentiation Start with the end in mind. Scripted questions and anticipated answers Differentiation Teachers should do all the problems themselves.

Classroom appearance Does math look important? Pre-made posters vs. student work Word wall

manipulatives If they don’t have them, they can’t use them. Help teachers create a list. MANY representations Classroom management Organization Readiness

Know the curriculum

Big ideas See the forest AND the trees.

Vertical alignment Why do I have to teach this module/lesson? Why do I have to teach the modules in order?

observation

rubric Teachers must be well aware of the coach’s expectations. Teachers should have an opportunity to de-brief after being observed by the coach before the rubrics are given to administration. Consider having the teacher fill out the rubric about the lesson you observed before you show the one you completed. Compare your answers and discuss. To jump in or not to jump in…that is the question.

Lesson study can be done in any subject

Lesson study goal School Goal: Question Lesson study goal “Creating a community of responsible learners.” Question What kind of students do we have? What kind of students do we want to develop? How do we get there? Lesson study goal To encourage, record, and share student thinking.

Types of lesson study In-house Across-school Other All classroom teachers involved Grade level teams meet during the school day 2 lessons taught for each team Across-school Voluntary lesson study groups Northern New Jersey Lesson Study Group Greenwich Japanese - School 2 Lesson Study Group Lessons taught at open-houses Other “Shared” lessons Invited lesson study groups GJS teachers teach at School 2 vice-versa

What is needed to conduct lesson study Understanding of the lesson study process Collaborative planning time for teachers (40 min. - 1 hour per week) Coverage for observing teachers when actual research lesson is taught

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