1. Washington State Math Coaches
March 22 & 23, Yakima, WA

2. Welcome! Introductions Logistics for the day
Conversation Starters – Talk to people with different color papers than yours. One starter per person, record names, create a mental image.

3. Goals for Our Time Together
Enjoy math with our colleagues.
Share coaching/leadership ideas with one another.
Look at alignment of the state PEs and Common Core Standards.
Examine Best Practices for teaching math.
Learn (or revisit) strategies for continuing coaching work.

4. Framing Questions
Write what you hope to learn or questions that you have about math in the frame.
As we progress through the next two days, record a sentence or two about each topic you want to remember and connect it to your ideas/questions.

5. Focusing Our Work Reflect on the Best Practices Sheet.
How would you know if you saw this practice in a classroom? How would it look? Sound? Feel? (Indicators)
Where have you seen it? What do you wish were happening in classrooms at your school? (Needs Assessment)

6. Make a Plan What would your teachers choose as a focus?
What would you need in order to make a difference in this area?
What strategy could you use to initiate a conversation around the Best Practices?

7. Take a Break
Back in 15 minutes!

8. Take a Break
5 more minutes

9. Take a Break
1 minute and counting!

10. Reconvene!

11. Just a Little Math
You need a Folding Fractions worksheet and some patty paper.
You are creating fractions of the diagonal of the paper.
How can you be sure of the fractions you are finding? You must be able to
justify each one.

12. Starting and Restarting Coaching
Enroll
Model
Observe
Co-Teach
Collaborative Conversations
Identify A Student Learning Problem
Read Together
Examine Student Work

13. Enroll Use data. Don’t pretend! Listen – really! Set goals together.
Be worthy of trust.
Respect perspectives and goals.
Persist.
Give options.

14. Model Beware being the “expert”. Lesson Study
Give the teacher something active to do in an observation.

15. Observe
How is your observation different from an evaluation observation?
Establish what you are looking for.
Stay focused on the students.
Use protocols.
Help teachers be explicit about their teaching moves. Affirm what they are doing right.

16. Co-Teach There is always a lead and support teacher.
Co-planning is the key.
Establish roles and a purpose.

17. Collaborative Conversations
Consulting
“I”
Share information, advice and resources. Support inexperienced teacher.
Collaborating
“We”
Co-develop ideas, information and strategies. Model collegial relationship as a standard for teaching.
Coaching
“You”
Support protégé’s instructional decision making and ability to reflect on practices. Increase ability of a teacher to become a self-directed learner

18. Identify a Student Learning Problem
What is getting in the way of students making progress?
Who is making progress? Who is not?
What is in our control?
Don’t leave a problem conversation without a plan to try.

19. Read Together
Never Say Anything A Kid Can Say – NCTM Mathematics Teacher
Developing Mathematical Understanding through Multiple Representations – NCTM Mathematics Teaching in the Middle School
Springing Into Active Learning – ASCD Journal
How Students Learn Mathematics – National Academies Press

20. Examine Student Work
1. The teacher who is this meeting’s student work provider sets the context.
Teachers examine work for 3 focal students silently. Then they discuss their concrete evidence and interpretations for each student.
The group proposes diagnostic questions and follow up activities.
Each member makes plans and commits to a follow up.

21. Lunch!
One hour to relax and connect.

22. Facilitate Student Discourse
Work on the “Strings” by sorting the cards into groups that appear to have commonalities.
Separate each group into subgroups. What do they have in common? Write the reason for your subgroups on a 3x5 card.
Can you think of other sub-groupings? Add to your 3x5 card.

23. Facilitating Student Discourse
Watch the videos. What is significant about each stage of the lesson?
What would you affirm for the teacher?
What are you wondering?
How does the teacher support learning, get at the heart of misconceptions and encourage the students to make meaning of the notions?

24. Break!
Reconvene in 15 minutes!

25. Creating Rich Tasks Discuss at your tables – What makes a rich task?
Use the problem stems to fuel your ideas. Expand one to make a rich task. Put on a poster
Post your problems around the room.
Gallery walk for feedback – an affirmation and a question.

26. Rich Tasks have engaging contexts.
are accessible and offer opportunities for initial success, challenging the learners to think for themselves.
allow for different methods and different responses (different starting points, different middles and different ends).
have the potential to broaden students' skills and/or mathematical content knowledge.
promote discussion and communication.
have the potential to reveal underlying principles or make connections between areas of mathematics.
encourage learners to develop confidence and independence as well as to become critical thinkers.

27. Whew! At your tables, create a summary of today’s learning.
What resonated with you? What would you like to think more about? What additional information would you like to get?

28. Day 2 – Welcome Back Pick up a dot for your nametag. Red Elementary
Blue Middle School
Green High School
Yellow Other Job!
At your tables, put your questions on 3x5 cards -

29. State and Common Core Standards
Examine closely the Algebra 1 standards from Washington State and the Common Core Standards.
Use the Comparison Chart to find the similarities and differences between the two.
Be prepared to give feedback to Greta about the standards.
You may choose another level if you wish! Visit to choose a level.

30. Break
Reconvene in 15 minutes!
Connect groups of 5.

31. Don’t Forget the Norms! Pausing Paraphrasing
Putting inquiry at the center
Probing for specificity
Placing ideas on the table
Paying attention to self and others
Presuming positive intentions

32. Math Leadership Issues
Choose numbers 1 – 5 in your group.
Go to the Discussion Group that matches your number.
Your facilitator will pose a question. Keep track of the thoughts of the group as you discuss for 25 minutes.
Return to your group of 5 for sharing big ideas.

33. Big Four James Knight Instructional Coaching
Management
Content
Pedagogy
Assessment

34. Lunch!
One hour to relax and connect.

35. Absolute Value Problems
We will be doing a math problem together.
If you would like help – ask!
Sharing our thinking.
Back to the Big Four…

36. Break Take a quick break!
Reconvene in groups that have at lest 1 person from each grade level… no more than 6 people

37. We Need a Little More Fun !
Laughter – the best medicine…

38. Play a Little Math Relay
Everybody in you group must play. Share the problems. Nobody will finish all of them! There is a prize for the winning team.  GO!

39. Reflect back on the last two days
Enjoy math with our colleagues.
Share coaching/leadership ideas with one another.
Look at alignment of the state PEs and Common Core Standards.
Examine Best Practices for teaching math.
Learn (or revisit) strategies for continuing coaching work.

40. Celebrating Our Last Time Together

41. Complete Your Evaluation
Travel safely and come back next year!
What are you committed to trying?