S CIENCE L EADER ’ S D IALOGUE C OACHES 3 N OVEMBER 22, 2010 H OW E FFECTIVELY IS / ARE THE COACHING MODEL AND / OR STRATEGIES BEING IMPLEMENTED ? Presented by Dr. Ava D. Rosales Instructional Supervisor Miami-Dade County public Schools Division of Mathematics, Science and Advanced Academic Programs

W ELCOME B ACK Make a Name Tent and include: NAME SCHOOL Indicate one (1) coaching success and one (1) coaching challenge

A GENDA  Goals of the Inservice  How Effectively is/are the coaching model and/or strategies being implemented?  Review Data Analysis and Secondary Benchmarks Incorporation  Practicing Coaching Skills through Scenarios  Review Resources and Web Sites

G OALS FOR THE S ESSION ◦ Responsibilities of a Coach ◦ Map the incorporation of secondary benchmarks to develop Instructional Focus Calendars ◦ Enhance coaching skills using an “explicit-reflective” approach ◦ Respond to the Essential Question: How Effectively is/are the coaching model and/or strategies being implemented?

N ORMS  P articipate Actively  A sk questions  L earn by doing  Set your own learning into action  _______________________________ Bathroom and Electronic Devices

R OLES AND R ESPONSIBILITIES OF A C OACH R EMINDERS Peer Support Positive attitude Reflective feedback Data Analysis Student Support Professional Development Teacher needs survey

S CIENCE P ACING AND C ONTENT Q1 - 2 A Review

P REDICT O BSERVE E XPLAIN – A DD “R” Based on Data Analysis of prior knowledge items on Baseline Assessment and Interim (grade 8) or Resource Tests identify which secondary benchmarks need to be addressed Use Year-at-a-Glance and Item Specifications to Identify when to Review – Reiterate – Reteach secondary benchmarks

DATA R EMINDER Baseline Test Items that should have been learned in previous grades – a type of “Fair Game” principle applied, Grade 8. Questions:3, 4, 5, 8, 10, 11, 12, 14, 16, 18, 19, 21, 22, 23, 24, 25, 27, 28, 29, 30, 31, 32, 35, 36, 37 SC.A.1.3.1, SC.A.2.3.2, SC.B.1.3.1, SC.B.1.3.6, SC.B.2.3.1, SC.C.2.3.4, SC.C.2.3.6, SC.D.1.3.1, SC.D.1.3.3, SC.D.1.3.4, SC.F.1.3.1, SC.F.1.3.4, SC.G.1.3.4, SC.G.2.3.2, SC.G.2.3.4, SC.H.1.3.1, SC.H.1.3.2, SC.H.1.3.4, SC.H Note Genetics was addressed in Comprehensive Science 2, Advanced (F and F.2.3.3) 65.8% covers prior knowledge

U NWRAPPING THE B ENCHMARKS W HAT ?...W HY ?...H OW ?...

Y EAR - AT - A -G LANCE

C OACHING S CENARIOS Acting out Successful Scenarios

I MPLEMENTING THE C OACHING M ODEL Plan – Model – Co-teach – Teach – Reflect Push-in…Pull-out

I NSTRUCTIONAL S TRATEGIES

L AB ROLES

Helping students work together to make sense of mathematics or science: "What do others think about what [name] said?" "Do you agree? Disagree?" "Does anyone have the same answer but a different way to explain it?" "Can you convince the rest of us that makes sense?“ Helping students to rely more on themselves to determine whether something is correct:  "Why do you think that?"  "Why is that true?"  "How did you reach that conclusion?"  "Can you make a model to show that?" P RACTICING Q UESTIONING

R ESOURCES  Curriculum and Instruction   Instructional Technology (Examview Item Bank)   Florida Department of Education  FCAT Resources -  Florida Standards and Course Descriptions  Florida PROMiSE  Gizmos

S CIENCE W EB S ITE : HTTP :// SCIENCE. DADESCHOOLS. NET HTTP :// SCIENCE. DADESCHOOLS. NET

D ISCOVERY S CIENCE

JASON P ROJECT SCIENCE WWW. JASON. ORG Direct links to instructional tools in Pacing Guides no login required

T HE S CIENCE C LASSROOM E SSENTIALS Contact information: Dr. Ava D. Rosales, Instructional Supervisor

R EFLECTIONS AND F OLLOW - UP