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Principal Leadership in the Common Core Coaching Conversations. Rebecca L. Stinson, MEd & Robin Fogarty, PhD. Wi -Fi SSID: Meeting-Cosmopolitan PIN : CEL2013. Presentation Materials www.ascd.org/mydownloads Login: CEL3 Password: materials . . - PowerPoint PPT Presentation
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Principal Leadership in the
Common Core Coaching
ConversationsRebecca L. Stinson, MEd &
Robin Fogarty, PhD
.
Presentation Materialswww.ascd.org/mydownloads
Login: CEL3Password: materials
.
Wi-FiSSID: Meeting-Cosmopolitan PIN: CEL2013
Room OvercrowdingMeeting rooms that fill to capacity will be restricted. In compliance with fire regulations, Standing Room is Not An Option. Please find a seat or find another session to attend. All Friday and Saturday morning sessions will be repeated in the afternoon.
Thank You!
How do we coach teachers to improve their practice to produce students who think?
I choose “C”Video
The Three Musketeers
Agree or Disagree: There is little truth in
thisdepiction. Justify.
Partner 1The Three Musketeers
Agree or Disagree:
With #1. Justify
Partner 2The Three Musketeers
The Three Musketeers
Determine one thing we could do differently.
Partner 3
How do you have constructive conversations that move teachers along their professional journey?
School Wide Instructional
Goal
Professional Development,
Journal Readings, Videos
PLC/ILT WorkPeer Observations
Coaching Conversations
#1 Goal Setting Form
#2 Learning Walk Form
#3 Peer Observation Form
#4 Coaching Conversation Form
Our SchoolMrs. Waddles
Mr. Hopper
Mrs. Flier
Ms. High Stepper
Mrs. Waddles has a 3rd grade classroom. She always produced good results and planned great activities for her students. The school wide literacy strategy this year is text dependent questions.
How do we improve Mrs.
Waddles’ practice to produce
students who think?
Meet Mrs. Waddles
Coaching and Feedback
AlignLesson to
CCSS Walk in
Talk it out
COACHINGCONVERSATION
InviteMe Back
PeerConversations
Walk in, Talk it Out!
Align Lessons to CCSS
Coaching Feedback
Invite Me BackPeer
Conversations
School Leader’sGuide to
Coaching & Feedback FlipBook
Feedback Is difficult
because...BackofFlipBook
Principle 1Walk In!
Talk it Out!
Walk in, Talk it Out!
Align Lessons to CCSS
Coaching Feedback
Invite Me BackPeer
Conversations
School Leader’sGuide to
Coaching & Feedback FlipBook
Walk in, Talk it Out!
Teach the Process
as ContentThink About…
• Rich content, relevant thinking
• Rigorous performance
• Who’s doing the talking
• Level of student responses
• Student behaviors
Principle 2 Align Lessonto CCSS
Align Lessons- CCSS
• Instruction -aligned & inspired
• Text complexity and range of texts
• Units that go deep with inquiry
• Big ideas themes• Differentiated lessons• Student-directed lessons
Think About:
Know the CCSS Embrace Appendix A, B
Common Core Mastery App Standards AND Appendices A,B
Principle 3Facilitate Coaching
Conversations
Coaching Conversations
• Awareness of learning goal
• Task aligned to CCSS
• Tasks appropriate level of complexity?
• What students should be able to do?
• Does the task require HOT?
• How do kids know when successful?
Think About:
Reflection Leadsto Correction
Principle 4Invite
MeBack
Invite Me Back
• Student work samples
• Developing two-way talk
• Exchanging ideas with teacher
• Fostering student-centered inquiry
• Invitation to see lesson ideas unfold
Think About:
Inspect What You Expect
Principle 5Have
Data-Informed Peer
Conversations
Peer Conversations
• Providing time for peer collaboration
• Continuing data conversations
• Focusing on what students are learning
• Facilitating data dialogues
• What? So What? Now What?
• Providing insight on best practices
Think About:
Staff DevelopmentFrom the Inside Out
Walk in, Talk it Out!
Align Lessons to CCSS
Coaching Feedback
Invite Me BackPeer
Conversations
School Leader’s Guide toCoaching & Feedback
Remember Mrs. Waddles?How would you coach her?
Three Phase Model•Talk-Through-I Do
Modeling and Talk Aloud
•Walk-Through-We Do
Guided Classroom Practice
Drive-Through-You Do
Independent Student Performance
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
“I do it”Purpose and Modeling
Guided Instruction
Productive Group Work
Independent Learning
“We do it”
“You do it together”
“You do it alone”
• Demonstrate new strategies and skills• Establishes purpose for learning today and makes learning
relevant• Models, scaffolds, and coaches
• Uses questions, prompts, and cues to guide learning
• Matches group members and tasks carefully
• Plans purposeful learning activities• Facilitates group interactions
• Creates engaging assignments• Assists as needed
• Extends learning through synthesis and evaluation• Creates new understandings
• Consolidates understanding through interactions with peers
• Uses academic language and argumentation skills
• Applies new learning with guidance• Responds to questions, prompts, and
cues
• Observes and questions• Participates in learning and
reflections
Mr. Coacher ConferenceI Do……..
Coach ing FormObservation Focus (aligned to CCSS)How is the lesson a part of a unit? What did the teacher want students to be able to do at the end of the lesson?Did the teacher create, develop, or enrich curious students by focusing on the process and not the answer? College Career Ready:Does the task require students to think and use information from the text? How do students know when they’re successful and can all learners succeed?
Invite Me Back!-Agree upon a suggestion that is observable
Remember Mrs. Waddles?Invite Me Back…..
TTYPA…Giving
constructive feedback is difficult because…
Gradual Release of Responsibility
We Do Together…..
Mr. Hoppers’ 2nd graders love to come to school. His students love the energy in the classroom. To keep his students engaged he has developed mnemonic devices to encourage listening and explicit attention to text, illustrations, and talk. How do we improve Mr. Hopper’s practice to produce students who answer questions with information stated in the text as opposed to answering questions from only experiences.
Meet Mr. Hoppers
Mr. Coacher ConferenceAB Partners
A-CoachObservation Focus (aligned to CCSS)
B-CoachObservation Summary:
I noticed that your lesson was……
It is evident that your lesson focused………. A-CoachInvite Me Back! Agree upon a suggestion that is observable
TTYPA-Review(Reflect upon the video and
conversation)Giving constructive feedback
is difficult because……..
Is there anything you would change?
Take Away IdeasWhat will you
change?1. One take away that you will incorporate immediately that will make a difference.
2. One long term take away you will work to develop that will make a difference.
Daylight Saving Time Reminder!
Turn the clocks back one hour before you go to
bed on Saturday, November 2. Daylight saving time officially
ends at 2 a.m. on Sunday, November 3, 2013.
Scan this QR Code to evaluate your sessions
or go to www.ascd.org/evaluations.
Principal Leadership in the Common Core:
Coaching Conversations
Robin Fogarty & Associates
Rebecca L. Stinson
[email protected] Fogarty [email protected]
Technology Tools “Wordle”
PadletAka / Wallwisher
Insist on Results
QR Codes Need
QR Readers AppQR Generator Website
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