Milwaukee Public Schools: How Coaching Conversations Around Student Work have Improved Mathematics National Council of Supervisors of Mathematics April 15, 2013 Denver, Colorado Astrid Fossum, MPS/GE Foundation Teacher Leader, Cynthia Cuellar Rodriguez, District Math Leader, Lee Ann Pruske, District Math Leader,

A little bit about MPS…  175 schools  80,500 students  5,000 teachers  Largest school district in Wisconsin  83% low income  86% minority  20% special education  10% ELL

Session Goal To increase student understanding and improve instruction of mathematics, we are learning to understand how teacher leaders/coaches use student assessments in coaching conversations.

Outcomes Components KnowledgeSkillTransfer (Implementation) Presentation of Theory 10%5%5-10% Modeling30%20%5-10% Practice and Low Risk Feedback 60% 10-20% Coaching Study Teams Peer Visits 95% Beverly Joyce and Bruce Showers (2002) Student Achievement Through Staff Development

Leadership and Coaching Skills The PRIME Leadership Framework, Assessment Principle, NCSM Concerns Based Adoption Model, (CBAM) Leading in a Culture of Change, Michael Fullan The PRIME Leadership Framework, Assessment Principle, NCSM Concerns Based Adoption Model, (CBAM) Mentoring Matters, Lipton & Wellman The PRIME Leadership Framework, Equity Principle, NCSM Concerns Based Adoption Model, (CBAM) Mentoring Matters, Lipton & Wellman Mentoring Matters, Lipton & Wellman Taking the Lead, Killion & Harrison Learning Focused Supervision, Lipton & Wellman

Leadership/Assessment Goals  To support ACM as they work with colleagues to ensure high expectations and access to meaningful mathematics instruction daily  To strengthen the ACM ability to serve in a coaching capacity in order to increase student achievement in mathematics

Stances “The ultimate aim of each of these stances and their cumulative effect is to support continuous learning on the part of the teachers and to enhance their capacity to engage in productive collegial relationships.” (Lipton & Wellman) Supervisor Sp ecialist Teacher Information, analysis, goal Information, analysis, goals The Continuum of Learning-focused Interaction CALIBRATINGCONSULTINGCOLLABORATINGCOACHING

Invitational Inquiry: Questioning and Paraphrasing  With a partner, using the Invitational Inquiry handout, practice creating probes to begin a conversation. Be sure to include an invitation, a cognition, and a topic. Share a project you are currently engaged in. Partner actively listens in order to paraphrase.

Establishing the Third Point  Primary intention of learning-focused supervisors is mediating another thinking by: Establishing a focus for the conversation Applying verbal and non-verbal toolkit to stimulate thinking Mediate thinking by asking open-ended questions, providing data, facilitating the acquisition of information, and strengthening cause-effect relationships,  all the while moving teachers towards increased confidence and self-reliance. Coach Teacher Third point Establishing the Third Point

Non-Verbal and Verbal Toolkit Non-verbal  Go visual-develop a contextually appropriate third point based on observable facts and data  Position body to establish the three point frame for talking  Keep you eyes on the third point when referencing “the data”  Use frozen gesture to reference the third point  Use sytematic voice patterns Credible voice & Approachable voice Verbal  Neutral pronouns  Plural forms  Exploratory language  Non-dichotomous questions  Positive presuppositions

Who Walked Farther 4.NF.3a,d  Part One: On your own. Complete the two top sections of the “Exploring Student Work” document.  Part Two: Work with a partner. Assign roles: coach and teacher  Coach: Ask an initial question about the goals of the task.  Teacher: Respond to the question based on your interpretation  Coach: Paraphrase the teacher’s response.

Exploring Student Work  Take a few minutes to review the student work samples. Look for  mathematical misconceptions  Mathematical strengths/understanding  Patterns between samples  Differences between samples  With your partner, engage in learning- focused conversation utilizing the stems and continue questioning and paraphrasing.

Planning for instructional change  Continue in roles and determine possible next steps as described on the “Exploring Student Work” handout.

Prime Leadership Framework “A single mathematics education leader can have an incredible impact on the development and effectiveness of others.”

WKCE Mathematics Trends, Milwaukee Public Schools Gr Gr Gr Gr Gr Gr Gr Percent of Students Proficient & Advanced, WKCE & WAA Combined, Milwaukee FAY. WINSS (

Reflections: “Ultimately, leaders must ensure that teacher actions translate from ‘all students can learn’ to ‘each student will achieve.’” (PRIME Framework)  Based on knowledge gained from this session, How might learning- focused conversations help achieve goals of increased student understanding?

Milwaukee Public Schools: How Coaching Conversations Around Student Work have Improved Mathematics MPS Board of School Directors Dr. Michael Bonds, President Larry Miller, Vice President Mark Sain, District 1 Jeff Spence, District 2 Annie Woodward, District 4 Dr. Peter Blewett, District 6 David Voeltner, District 7 Meagan Holman, District 8 Terrence Falk, At-Large Senior Team Dr. Gregory Thornton, Superintendent Naomi Gubernick, Chief of Staff Darienne Driver, Chief Innovation Officer Tina Flood, Chief Academic Officer Dr. Karen Jackson, Chief Human Resources Officer Michelle Nate, Chief Operations Officer Gerald Pace, Esq., Chief Financial Officer Anita Pietrykowski, Chief School Administration Officer Denise Callaway, Executive Dir., Community Engagement Patricia Gill, Executive Director, Family Services Sue Saller, Exec. Coord., Superintendent’s Initiatives