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Idaho Tier 2 Mathematics Coach
and Leadership Training
Katie Bubak, SESTA Coordinator Katiebubak@boisestate.edu
Gina Hopper, SESTA Director Ginahopper@boisestate.edu
Objectives of Training Institute:
Participants will explore: o Features of Tier 2 Mathematics framework. o Practices and systems of strong mathematics. o Components of Common Core State Standards (CCSS) Domain
Progression. o Fundamental learning progression for single digit addition. o Ways to collect and analyze data for decision making. o Effective diagnostic tools. o Methods of professional development and in-service training. o Strategies for providing technical assistance and on-going
training/support.
Objectives of Day 2: Participants will explore: • Characteristics of a supporting relationship. • Partnership Philosophy. • Non-verbal behaviors. • Strategies for active listening. • Verbal tools. • Mediational questioning. • Non-judgmental responses and feedback.
Days 1-2 Overview Day 1 Day 2
• Features of Tier 2 Mathematics framework.
• Practices and systems of strong mathematics
• Elements of effective staff development
• Effective coaching systems and coaches
• Role & responsibilities (coach & administrator)
• Characteristics of supporting relationships
• Strategies for active listening
• Verbal tools • Mediational questioning • Non-judgmental
responses
Processes that Develop a Learning Community
• Use strategies that ensure that every voice is heard.
• Create and maintain a safe-to-risk climate. o Learning = taking risks o Taking risks requires cognitive
safety
• Set and follow norms that support a learning community.
• Maintain a focus on the purpose.
• Collaborate. o Common commitment o Valuing diversity and all
contributions o Interdependence
• Share leadership and followership roles.
• Support whole-brain processing (thinking and feeling).
• Take time for reflection.
What relevance do you see with this Chinese proverb and Academic Coaching?
I hear, and I forget. I see, and I remember. I do, and I understand. I reflect, and I learn.
Chinese Proverb adapted by Carmen Friesen, Instructional Consultant
Tulare County Office of Education, California
Establishing Trust & Rapport
Reflection…
Think about relationships you have had where trust is an important issue. How did you define trust?
Characteristics of a Supporting
Relationship
Trust • Having confidence in another person. • Entrusting oneself to another person. • To put something confidently in the charge of
another person. • To allow another to do something without fear
of the outcome. • To believe and to hope.
Trust
TRUST: The foundation for the development of relationship.
TO COACH: To support another person’s growth,
learning, and self-directedness, ONE MUST BE TRUSTWORTHY – ONE MUST BUILD & MAINTAIN
TRUST!!!!
Rapport & Its Relationship to Trust
Trust is about the whole of a relationship; rapport is about the moment.
Trust is belief in and reliance on another person developed over time; rapport is comfort with and confidence in
someone during a specific interaction.
You cannot manipulate someone into a relationship of trust and rapport, but you can draw on specific non-verbal and
verbal behaviors to nurture the relationship.
Creating a Culture that Nurtures Coaching
• Continue to develop relationships by trusting others and being trustworthy.
• Believe in other folks capacities to grow, learn, and change. • Establish and maintain safety for others to express their ideas and to
take risks. • Set aside judgment. • Listen, paraphrase and inquire to invite thinking, reflection, and
self-directedness. • Acknowledge positive aspects of performance with data rather than
praise. • Invite individuals and groups to develop the capabilities of
self-directedness by accessing the five states of mind. • Know when not to coach.
Partnership Philosophy Partnership, at its core, is a deep belief that we are no more important than those with whom we work, and that we should do everything we can to respect that equality. This approach is built around the core principles of equality, choice, voice, dialogue, reflection, praxis, and reciprocity.
(Knight, 2007)
Partnership Philosophy • Equality: Instructional coaches and teachers are equal
partners. • Choice: Teachers should have choice regarding what and
how they learn. • Dialogue: Professional learning should enable authentic
dialogue. • Reflection: Reflection is an integral part of professional
learning. • Praxis: Teachers should apply their learning to real-life
practice as they are learning. • Reciprocity: Instructional coaches should expect to get as
much as they give.
(Knight, 2007)
Mirroring Non-Verbal Behaviors
On average, adults find more meaning in non-verbal cues than in verbal ones. Nearly two-thirds of meaning in any social situation is
derived from non-verbal cues.
Non-Verbal Cues
Mirroring Non-Verbal Behaviors
Mirroring is an effective means of building rapport with another person. When several of the following processes and communication systems are present, people can be said to be in rapport.
Posture Gesture
Pitch Volume
Rate of Speech Language Choices
Breathing
When to Consciously Apply Rapport Tools:
• When I anticipate tension or anxiety in another. • When tension or anxiety emerges during a
conversation.
• When I can’t understand another person or when I’m having difficulty paying attention to another.
What does it mean to be an
ACTIVE LISTENER?
Practice Active Listening 1. Stop Talking: to others and to yourself! Learn to still the voice within. You can’t listen if you are talking.
Practice Active Listening 2. Imagine the other person’s viewpoint. Picture yourself in his/her position, doing his/her work, facing his/her problems, using his/her language, and his/her values.
Practice Active Listening 3. Look, act, and be interested. (Don’t read through kids’ homework, doodle, shuffle, or tap papers while others are talking.)
Practice Active Listening 4. Observe nonverbal behavior, like body language, to glean meaning beyond what is said to you.
Practice Active Listening 5. Don’t interrupt. Sit still past your tolerance level. (Wait time.)
Practice Active Listening 6. Listen between the lines, for implicit meanings as well as explicit ones. Consider connotations as well as denotations. Note figures of speech. Instead of accepting a person’s remarks as the whole story, look for omissions – things left unsaid or unexplained, which should logically be present. Ask about these.
Practice Active Listening 7. Speak only affirmatively while listening. Resist temptation to jump in with an evaluative, critical, or disparaging comment at the moment a remark is uttered. Confine yourself to constructive replies until the context has shifted, and criticism can be offered without blame.
Practice Active Listening 8. To ensure understanding, rephrase what the other person has just told you at key points in the conversation. Yes, I know this is the old “active listening” technique, but it works – and how often do you do it?
Practice Active Listening 9. Stop talking. This is the first and last, because all other techniques of listening depend on it. Take a vow of silence once in a while.
Attitudes for Effective Listening
• You must truly want to hear what the other person has to say. • You must view the other person as separate from yourself
with alternative ways of seeing the world. • You must genuinely be able to accept the other person’s
feelings, no matter how different they are from your own. • You must trust the other person’s capacity to handle, work
through, and find solutions to his/her own problems.
(New Teacher Center, 2011)
Listen to HEAR. Do NOT listen
to SPEAK.
Ineffective Listening Patterns
Surface Listening Pretending to listen while the listener’s mind is thinking about something else, or when the listeners is uninterested in the speaker or the topic.
Ineffective Listening Patterns
Solution Listening Listening with the intention of providing answers, solving the speaker’s problem, or offering advice.
Ineffective Listening Patterns
Autobiographical Listening Shifting the focus from the speaker to the listener with the topic being discussed triggers the listener’s own experiences or feelings.
Ineffective Listening Patterns
Interruptive Listening Interrupting the speaker to say what the listener is impatient to say, to shift the conversation to unrelated tangents preferred by the listener, or to sidestep the issue being discussed by the speaker.
Ineffective Listening Patterns
Inquisitive Listening Listening from the perspective of the listener’s self-serving curiosity.
Ineffective Listening Patterns
Editorial Listening Interrupting the speaker to correct or revise the speaker’s words or to finish the speaker’s lines.
How we interact with others matters as much as the content about which we interact. We must provide emotional safety in order to produce cognitive complexity.
Learning-Focused Verbal Tools
Pausing to provide a space for thinking. Paraphrasing to establish a relationship and increase understanding.
Inquiring to invite the construction of new connections and meanings.
Probing gently to clarify thinking and increase precision.
Extending thinking by providing resources and information.
(Mentoring Matters, 1999)
Pause to Enhance Thinking and Thoughtfulness
Wait Time I PAUSE after asking a question. • To allow thinking time. • To signal support for thinking. • To demonstrate your belief in your colleague’s
capacity for thinking.
(Mentoring Matters, 1999)
Pause to Enhance Thinking and Thoughtfulness
Wait Time II PAUSE after a colleague responds. • To allow time to retrieve additional and/or
related information.
(Mentoring Matters, 1999)
Pause to Enhance Thinking and Thoughtfulness
Wait Time III PAUSE before your next question or response. • To model thoughtfulness and a need to think
before responding.
(Mentoring Matters, 1999)
Elements of the Invitation Attending fully Approachable voice Plural forms Exploratory language Positive presupposition
(Mentoring Matters, 1999)
Approachable Voice An approachable voice is well modulated and tends to rise at the end of the statement, paraphrase or questions, signaling openness and exploration.
(Mentoring Matters, 1999)
Plural Forms
(i.e. goals instead of goal, concerns rather than concern).
This pattern frees the coachee from having to evaluate and sort at this point in the conversation. Some people need to hear their issues aloud before they know which are most central.
(Mentoring Matters, 1999)
Exploratory Language Use exploratory paraphrasing by inserting words like some, might, seems, possible and hunches into both paraphrases and questions. These terms, like the use of plurals, widen the potential range of response and reduce the need for surety. Words like could and why tend to decrease the confidence of listeners and may seem to seek premature commitment to ideas or actions.
(Mentoring Matters, 1999)
Exploratory Language Some examples of exploratory language include:
“So, you’re noticing that some of your students are having difficulty with that concept.” “How might you go about doing that?” “You’re naming some possible solutions. Which seem most promising at this point?” “What are some of your hunches about why that may be so?”
(Mentoring Matters, 1999)
Positive Presuppositions Presuppositions are embedded in our language, not in the words, necessarily, but in the assumptions underlying the communication. A positive presupposition communicates our belief in a colleague’s capacity and willingness to engage.
(Mentoring Matters, 1999)
Positive Presuppositions For example, we might offer a paraphrase for:
“My students just can’t do this work” “So, you’re concerned about your students’ success.”
Instead of asking, “Can you see any…?” You might ask,
o “As you examine students work, what are some of the details that you are noticing?”
o “As you develop the plan for this class, what are some things that are important to you?”
(Mentoring Matters, 1999)
Using Paraphrase The purposeful use of paraphrase signals our full attention. It communicates that we understand the coachee’s thoughts, concerns, questions, and ideas; or that we are trying to. By signaling that we are listening, we earn permission to inquire for details and press for elaboration.
(Mentoring Matters, 1999)
A Scaffold for Crafting Paraphrases
Acknowledge and Clarify: • So, you’re feeling __________________ • You’re noticing that __________________ • In other words __________________ • Hmm, you’re suggesting that _________________
(Mentoring Matters, 1999)
A Scaffold for Crafting Paraphrases
Acknowledge and Clarify:
For example, a colleague might say: “I don’t know how I’ll get all of this work done. I’ve got a final exam to correct, end-of-term grades and then the paperwork for closing the year!”
To which a coach might respond: “You’re feeling overwhelmed by all you have to do at this time of the year.”
(Mentoring Matters, 1999)
A Scaffold for Crafting Paraphrases
Summarize and Organize: • So, there seem to be two key issues here ______________ and
______________ • On the other hand, there is ______________ and on the other
hand, there is ______________ • For you then, several themes are emerging; ______________ • It seems you’re considering a sequence or hierarchy here;
______________ *This type of paraphrase is useful when there’s been a great deal said in a long
stream of language.
(Mentoring Matters, 1999)
A Scaffold for Crafting Paraphrases
Summarize and Organize:
For example, a colleague might say: “I’m so confused. During language arts, my students work well in groups, participate in class and complete their assignments. In science, they are constantly off-task and I need to keep them doing individual work to keep control in the classroom.”
To which a coach might respond: “You’re noticing significant differences between your students’ performance in language arts and their performance in science.”
(Mentoring Matters, 1999)
A Scaffold for Crafting Paraphrases
Shifting Level of Abstraction (Up or Down): • So, a(n) ______________ for you might be
______________
(Mentoring Matters, 1999)
Shifting Up Shifting Down Category
Value Belief
Assumption Goal
Intention
Example Non-example
Strategy Choice Action Option
A Scaffold for Crafting Paraphrases
Shifting Level of Abstraction: • We move to higher logical levels by naming the big ideas; including
concepts, categories, goals, and values. • We focus by moving to lower logical levels when abstractions and
concepts need grounding in details. We might offer some specific details or an example.
For example, a colleague might say: “My kids have trouble getting started, and they’re always asking for help.”
To which a coach might respond: “So one of your goals is to create self-reliance in your learners.” (Shift Up)
Or: “You’re finding that your students’ are not able to follow directions.” (Shift Down)
(Mentoring Matters, 1999)
Three Types of Paraphrases, Three Intentions
(Mentoring Matters, 1999)
Acknowledge/Clarify
Summarize/Organize
Shift Level of Abstraction
Paraphrase a Partner Partner A: Describe a difficult situation you are currently experiencing. Partner B: Paraphrase what Partner A has communicated with you. Switch roles.
Designing Questions to Promote Thinking
Skillful coaches are purposeful in their use of questions. A coach’s linguistic repertoire includes the capacity to frame language that opens thinking, as well as language that focuses thinking.
(Mentoring Matters, 1999)
Designing Questions to Promote Thinking
Mediational Questions
Inquiring Probing
Designing Questions to Promote Thinking
Extending the Invitation: Nondichotomous Questions
Just as with the paraphrase, mediational questions are enveloped by an invitation to think. They, too, require an approachable voice, the use of plurals, attention to exploratory language and communication of positive presupposition. In addition, questions that invite thinking are framed with open-ended, nondichotomous question forms (cannot be answered yes or no).
(Mentoring Matters, 1999)
Designing Questions to Promote Thinking
Intention-Driven Questions: Providing Cognitive Focus
Planning, problem-solving and reflecting require specific ways of thinking. Learning-focused coaches craft mediational questions that are purposefully driven by a specific cognitive intention. Mediational questions that invite and focus thinking build professional capacity and self-directed learning.
(Mentoring Matters, 1999)
Explore thinking by asking about: goals, values, beliefs, assumptions, perspectives, possibilities,
alternatives, options, implications. “What might be some goals you’ve selected for…?
“As you evaluate the situation, what are some of the things that make that important to you?
“What beliefs might be connected to…?
“What might be some of the assumptions you’re applying to…?
“As you consider options, what possibilities might there be…?
“In analyzing this situation, what are some of the implications?”
“What might be some other perspectives on this issue?”
(Center for Cognitive Coaching, 2011)
Questions that Focus: Probing for Specificity
Non-Judgmental Responses Evidence Opinion
• Observable and specific
• Objective • Free of value
judgment • Unambiguous
• Draws conclusions or includes inferences
• Subjective • May include value
judgment • May be subject to
debate
Giving Feedback • Focus on changeable
behavior. • Attend to the teacher’s
needs/area of focus. • Be balanced. • Use the teachable
moment. • Be well-timed.
(Mentoring Matters, 1999)
• Be truthful. • Be specific rather than
general. • Describe rather than
evaluate. • Note impact of behavior
upon others (e.g., students).
Giving Feedback
Read through the handout and mark:
Got it. I know, understand, and/or agree with this. This is really important or interesting. I don’t understand this, or this does not make sense to me.
Practice Coaching • Use exploratory language • Embed positive
presuppositions • Paraphrase • Steer clear of evaluative
language • Be purposeful with your
questions (are you trying to inquire, probe, or extend thinking?)
• Create trust • Be aware of non-verbal
behaviors • Practice active listening • Implement wait time • Use an approachable
voice • Incorporate plural forms
Reflection… Thinking back to the beginning of this session, how has your awareness
or understanding of coaching changed? What questions do you still have about
beginning this new phase in your career, even if you’ve been a coach in
the past?
Things to do before the next training:
• What do you need accomplish? • What needs to be read and prepared? • Who can you practice with? • Who is going to help you define your role and
responsibilities? • What resources do you need? From whom? • Review binder from Day 1 & 2.
Remember…
Statewide Special Education Technical
Assistance (SESTA) Center for School Improvement & Policy Studies, BSU
Gina Hopper SESTA Director
ginahopper@boisestate.edu
Sydney Fox SESTA Program Manager sydneyfox@boisestate.edu
Katie Bubak SESTA Coordinator
katiebubak@boisestate.edu
David Klungle SESTA Program Coordinator davidklungle@boisestate.edu
Idaho Training Clearinghouse
Cari Murphy carilee@uidaho.edu
Autism Supports Barbara Broyles
bbroyles@uidaho.edu
Professional Development Robin Greenfield rgreen@uidaho.edu
Assistive Technology Technical Assistance
Janice Carson janicec@uidaho.edu
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