Setting the Stage Implementing Math Coaches – Do you have all the right pieces?

Magical Numbers Pick a number between 1 and 31

How is it done? What concepts are being taught from this activity?

Developing Norms What Norms should we include in our work as Math Coaches?

Share Time --- Artifact Sharing

EOG Math (without retests)

EOG Math (with retests)

Algebra I

Algebra II

Geometry

Self - Evaluation Reflection on your role as a Math Coach

Question Words for Math Coaches Carousel WHO WHAT WHERE WHEN WHY HOW

Why a Math Coach? Three Goals: 1) Math Coaches support teachers -- with improving the overall teaching and student learning in the area of Math.

2) Math Coaches work side-by-side with teachers (co-teaching) and to see what the data within the building demonstrates – using assessments and Blue Diamond to drive SUPPORT!

3) Math Coaches provide teachers with strategies to meet multiple needs within any math classroom – making sure the five structures of Math Expressions are in place and embedded into every lesson.

Helping Community Five Core Structures Building Concepts Math Talk Quick Practice Student Leaders

Building Concepts Students use objects, drawings, conceptual language, and real-world situations to strengthen Math ideas and understanding

Math Talk Students share strategies and solutions orally. Students show work through proof drawings and proof pictures.

Quick Practice Students review previous taught concepts or prerequisite skills Takes about 5-10 minutes daily and doesn’t have to happen during Math. Ex. Lining students up or waiting in the hall

Student Leaders Student leaders facilitate student’s growth – students lead the group through practice and discussion using daily practice routines Teachers  can work with students one-on- one

Helping Community Creating a deeper mathematical understanding, competence, and confidence – not only in the classroom, but also at home!

Roles of Teachers vs. Math Coach Teachers – continue to collaborate about student progress, math content, and ideas to improve student achievement Math Coach – SUPPORT, SUPPORT, SUPPORT!!! The Math Coach is not there to “fix” a teacher or to be an evaluator.

What are some common forms of Coaching? Jigsaw – Executive Coaching - page 9 Co-active Coaching – page 9/10 Cognitive Coaching – page 10/11 Literacy/Reading Coaching – page 11/12 Instructional Coaching – page 12/13

LUNCH 11:30-1:00

“Coaching is a process, a powerful, confidential relationship, a strategy and dozens of skills and techniques that support an individual or an organization through a change process.” -- Reiss, 2007

Share Time --- Artifact Sharing

How do we know? Evaluating Math/Math Adoption in your school? Green Book – Chapter 10 Organized Disorganized

Roads Signs Think outside the box – How can you relate the road sign to the role of a Math Coach?

Highlighted Responsibilities of a Math Coach -Be flexible and dependable -Be an active participant in grade level team meetings and have consistent communication with staff -Be an active listener -Keep open lines of communication

-Build rapport and show respect to each other’s positions - Compromise and work towards long and short term goals - Attend meetings to discuss successes, review plans, and make changes Documenting Responsibilities of Math Coaches

Blue Diamond / Fulcrum Tools to help us redefine or roles as Math Coaches and get the best “bang” for our buck.

“Coaching is becoming popular, in part, because many educational leaders recognize the old form of professional development, built around traditional in-service sessions for teachers, simply doesn’t affect student achievement.” - Knight 2006

Who needs our support and when/how does it happen? Article – How to Talk So Teachers Listen Laura Lipton and Bruce Wellman Educational Leadership – September 2007

Teaming Up!!! Creating Regional PLTs focused around the implementation of Math Coaches and the overall improvement of math in the district.

Long Term and Short Term Goals

Share Time --- Artifact Sharing

What does “Support” look like and mean? Creating a picture of support within the building

Supporting Teachers during Observations Orange Book – Chapter 12