 Please sign in!  Then select a piece of colored cardstock.  Create a table tent by folding the cardstock in half.  Write your first name and school location on both the front and back in large letters.  Then begin to complete the “Coaching Skills Inventory”  ID Code is _ _ _  Please randomly select the last three numbers.  Record your code in your “Mathematics Coaches Handbook”

Your name School location Number of years as a mathematics coach Share and answer the question on your tasking chip

 Engage in active listening  Respect the opinions of others  Everyone participates actively  Limit sidebar conversations  Silence all cell phones  Please refrain from excessive texting  Be mindful that school is in session and we are guests today!

 Restrooms  Breaks

Expectations of DistrictExpectations of School Encourage teachers and instructional coaches with a record of increasing learning gains to apply at lower performing schools. Implement a Multi-Tiered System of Support (MTSS) Provide coaches to develop and model effective lessons, lead lesson study, analyze data and provide PD on FS Promote continuous use of data systems, progress monitoring and problem solving. Update SIP/Problem Solving/Action Plan each year Implement a MTSS Progress Monitoring Leadership team monitor’s coaches log of activities Develop and implement focus calendars, focus lessons, pacing guides, and a schedule for progress monitoring data collection and analysis

 Continue to define the role of an effective mathematics coach  Engage in on-going reflective practice and collaborative discussions regarding effective research-based coaching and teaching strategies  Develop an action plan for the school year ◦ First steps ◦ PGP focus

You will have one minute to jot down characteristics of an effective math coach on the post-it notes provided. Please write only one characteristic per post-it note.

 You will notice a colored sticky dot attached to your agenda  Please form small groups according to your colored dot  Quickly introduce yourself, sharing why you became a math coach  Finally share your characteristics “Round Robin”  You will have five minutes

Mathematical Content Knowledge Pedagogical Content Knowledge Coaching Knowledge, Skills and Strategies Knowledge of Professional Development, or Teacher Learning Mathematics Coaches’ Knowledge Domains

What lessons can be learned from the research on Mathematics Coaches?

Personal and Professional Growth and Development

Contact Information: Web:

 The Coaching Model ◦ Planning ◦ Observing, modeling or co-teaching ◦ Debriefing

Some research to ponder as we begin our work…. 1.Beliefs about Teaching & Learning (page 11) 2.Beliefs about Curriculum (page 72) 3.Beliefs about Assessment (pages 91-92, & 95) 4.Building Procedural Fluency (page42-43)

3rd4th5th6th Possible State Brevard Fractions

Skim the “Table of Contents” Read the “Preface” Try a few of the tasks pgs “ Teaching mathematics requires knowledge of mathematical content and developmentally appropriate pedagogical knowledge to provide students with experiences that help them learn mathematics with understanding, while they reason about and make sense of the ideas they encounter.”

 Continue to define the role of an effective mathematics coach  Engage in on-going reflective practice and collaborative discussions regarding effective research-based coaching/teaching strategies  Develop an action plan for the school year ◦ First steps ◦ PGP focus

 Our next institute Date: Location: Topics: Presenters:

 What goals would you like to set for yourself? (PGP, first steps)  How can you become a more effective coach? What area do you want to focus on?  How do you plan to use the resources shared?  Do you have a clearly defined roll?