1. Math Coach Meeting Building a Bridge A teacher affects eternity; he can never tell where his influence stops. -- Henry B. Adams

2. Welcome all Math Coaches!!! Please meet with your Regional PLT groups until 9:50.

3. Tentative Schedule: January – Jim Knight work February – work with Val Faulkner March – Jim Knight work April – Partners Training – 4 th Grade May – Partners Training – 2 nd Grade June – Partners Training - Kindergarten

4. Characteristics of: Which one are you? Carrot Egg Coffee

5. Self - Evaluation Using your Coaching Survey from earlier in the year, reflect on your role as a Math Coach. (Mid-Year Reflection)

6. Group Review of Coaching Survey As a team - organize your data by the following: 1)Rarely and Sometimes on one sheet of chart paper 2) Usually and Almost Always on another sheet of chart paper Share results within your team and then prepare to share out what your group discovered.

7. Commercial Break!! What is happening at your school?

8. Article: (article from last meeting) INSTRUCTIONAL COACHES MAKE Progress through partnership Intensive support can improve teaching Are you creating a Partnership???

9. What are the key points? Group #1 – page 32 and What a Coach does (pg33-34) Group #2 – What does the project look like and How does it spread? (page 34-35) Group #3 – How are Instructional Coaches selected and How do Instructional Coaches learn their job? (page 35- 36) Group #4 – What have we learned / Conclusion / Results from the past two years (pages 36-37)

10. Self REFLECTION: (from last meeting) Using the Math Coach/Math Expressions Observation Tool --- How are you looking?

11. Review of Blue Diamond Data Two Packets – 1) Blue Diamond Packet – as of December 18, 2009 2) District Math PLT – as of December 18, 2009

12. Understanding the Report Grade LevelObjective # and Percentage Breakout QuestionIdeas, Correct Answer, and overall percentage Grade 31.02c 13% of online answers are A 25% of online answers are B 12% of online answers are C 48% of online answers are D 2% of online answers are Unanswered 48% Which of the following equations is related to the equation: 36 + 25 = N? A.36 X 25 = N B.36 – 25 = N C.36 + N = 36 D.N – 25 = 36 Answer is D 68% Overall

13. Commercial Break!! What is happening at your school?

14. RESISTANCE and Coaching Dr. Jim Knight University of Kansas Fall 2009

15. QUESTIONS Do they think they can do it? Is it worth it? Are they getting an experience? Do I respect them as artists? Am I letting them do the thinking? What happened in the past?

16. Is “resistance” the right word? “It is oxymoronic to say that one person is resisting. It takes two, to not cooperate.” (Miller) What am I/the system not doing that leads to a lack of cooperation?

17. Question #1 What’s a coach to do? Do they think they can do it? Remember, teachers resist because they look like they understand, but they don’t really think they can do it.

18. Question #2 What’s a coach to do? Is it worth it? Coaches need to ensure that everything is POWERFUL and EASY. Lots of easy practices. Small number of tools they grasp. Coaches must know it well enough to break it down. Make it crystal clear. Utilize precise checklists.

19. Question #3 What’s a coach to do? Are they getting an experience? People don’t believe it until they try it for themselves. Teachers won’t believe it until they see the impact on their students. The teacher must have a SAFE place to try it out.

20. Question #4 If you criticize the way someone teaches, it is like criticizing an artist’s work. Do I respect them as artists? Do we acknowledge what the teacher is bringing to the table?

21. Question #5 What’s a coach to do? Am I letting them do the thinking? Utilize reflective practice. Support, not evaluate. “They don’t want to be told what to do. They are paid for their experience, their expertise. They take offense when someone rides over their intellectual territory.”

22. Question #6 Attempt, Attack, Abandon Cycle (Pendulum) What happened in the past? When lacking explicit explanations and opportunities to practice, no wonder it rolls over and dies! What’s a coach to do?

23. Working with Teachers Using the posted notes write down (in 5-10 minutes) things that you have had to do with teachers in your building this year. for example: 1) Worked with a teacher on organizing student manipulatives. 2) Plan/conduct conversations with grade levels about Blue Diamond Data

24. Focusing on the Big Four: What does it mean? Behavior Content Knowledge Direct Instruction Formative Assessments

25. Grouping Activity Place your posted notes on the correct Big Four poster – Your vision: What are you seeing? What does the data tell you?

26. Commercial Break!! What is happening at your school?

27. http://thebigfour.ning.com/ The Big Four Get connected to the best resources for The Big Four The Big Four Community Ning is a year round learning network to support Instructional Coaches, Classroom Teachers and Educational Leaders.

28. Jigsaw Classroom Management – pages 142-149 Content Planning – pages 149-160 Instruction – pages 160-168 Assessment for Learning – pages 168-176

29. Classroom Management S tructure T each expectations O bserve I nteract positively C orrect fluently

30. Content Planning Does the teacher understand what is and is not on the standards for the course? Does the teacher have a year-long plan? Can the teacher identify the ten essential questions their course is designed to teach? Can the teacher identify the ten essential concepts their course is designed to teach? Can the teacher give you a simple, correct, easy to understand answer to each question and definition for each concept?

31. Commercial Break!! What is happening at your school?

32. Instruction Does the teacher understand how to model thinking? Does the teacher ask effective questions at a variety of cognitive levels? Does the teacher give constructive feedback effectively? Does the teacher organize instruction well (beginnings and endings)? Does the teacher scaffold instruction effectively?

33. Assessment for Learning Does the teacher understand the teaching targets? Has the teacher created propositions for teaching targets? Does the teacher use formal and informal measures to see if students are hitting the targets? Does the teacher involve students in creating assessments? Does the teacher know how well all students are performing?

34. Jim Knight Video Clip The Big Four

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

36. Math Coach Meeting Reflection Form – Keep the white copy and turn in the yellow copy