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Setting the StageSetting the StageImplementing Math Coaches – Implementing Math Coaches –
Do you have all the right Do you have all the right pieces?pieces?
Magical Numbers
Pick anumber between
1 and 31
1 3 5 79 11 13 15
17 19 21 2325 27 29 31
4 5 6 7
12 13 14 15
20 21 22 23
28 29 30 31
8 9 10 11
12 13 14 15
24 25 26 27
28 29 30 31
16 17 18 19
20 21 22 23
24 25 26 27
28 29 30 31
2 3 6 7
10 11 14 15
18 19 22 23
26 27 30 31
How is it done?
What concepts are being taught from this activity?
Developing NormsWhat Norms should we include in
our work as Math Coaches?
Share Time ---Artifact Sharing
EOG Math (without retests)
2007-08 2008-09Difference (08 to 09)
All 78.0% 79.3% 1.3%Asian 93.8% 93.9% 0.1%Black 55.3% 57.8% 2.5%Hispanic 62.7% 64.1% 1.4%Am Indian 80.3% 78.7% -1.6%Multi 77.3% 81.1% 3.8%White 90.7% 91.5% 0.8%FRL 55.9% 58.9% 3.0%LEP 53.4% 57.2% 3.8%SWD 50.2% 51.0% 0.8%
EOG Math (with retests)
2007-08 2008-09Difference (08 to 09)
All 78.0% 84.5% 6.5%Asian 93.8% 96.1% 2.3%Black 55.3% 66.6% 11.3%Hispanic 62.7% 72.6% 9.9%Am Indian 80.3% 83.8% 3.5%Multi 77.3% 86.5% 9.2%White 90.7% 94.5% 3.8%FRL 55.9% 67.5% 11.6%LEP 53.4% 66.0% 12.6%SWD 50.2% 58.8% 8.6%
Algebra I2007-08 2008-09
Difference (08 to 09)
All 76.7% 74.6% -2.1%Asian 88.8% 91.7% 2.9%Black 52.3% 49.9% -2.4%Hispanic 61.1% 59.7% -1.4%Am Indian 65.2% 77.8% 12.6%Multi 81.9% 77.3% -4.6%White 91.0% 90.0% -1.0%FRL 53.0% 52.6% -0.4%LEP 50.2% 51.6% 1.4%SWD 50.9% 48.5% -2.4%
Algebra II2007-08 2008-09
Difference (08 to 09)
All 76.9% 80.3% 3.4%Asian 90.3% 91.4% 1.1%Black 53.1% 60.5% 7.4%Hispanic 69.5% 74.2% 4.7%Am Indian 68.2% 75.0% 6.8%Multi 73.0% 80.3% 7.3%White 84.6% 87.1% 2.5%FRL 57.9% 63.7% 5.8%LEP 66.9% 70.9% 4.0%SWD 63.1% 71.5% 8.4%
Geometry2007-08 2008-09
Difference (08 to 09)
All 75.1% 80.1% 5.0%Asian 92.0% 92.3% 0.3%Black 48.1% 56.6% 8.5%Hispanic 67.6% 70.7% 3.1%Am Indian 81.8% 90.0% 8.2%Multi 73.3% 80.8% 7.5%White 87.0% 90.4% 3.4%FRL 52.8% 59.7% 6.9%LEP 64.2% 70.1% 5.9%SWD 60.2% 65.0% 4.8%
Self - Evaluation
Reflection on your role as a Math Coach
Question Words for Math Coaches Carousel
WHO WHAT WHERE WHEN
WHY HOW
Why a Math Coach? Three Goals:
1) Math Coaches support teachers -- with improving the overall teaching and student learning in the area of Math.
2) Math Coaches work side-by-side with teachers (co-teaching) and to see what the data within the building demonstrates – using assessments and Blue Diamond to drive SUPPORT!
3) Math Coaches provide teachers with 3) Math Coaches provide teachers with strategies to meet multiple needs within strategies to meet multiple needs within any math classroom – making sure the any math classroom – making sure the five structures of Math Expressionsfive structures of Math Expressions are in place and embedded into every are in place and embedded into every
lesson.lesson.
HelpingCommuni
ty Develop Develop Conceptual Conceptual
UnderstandingUnderstanding
Five Core StructuresFive Core StructuresBuilding Concepts
Math Talk
Quick Practice
Student
Leaders
Building Concepts
Students use objects, drawings, conceptual language, and real-world situations to strengthen Math ideas and understanding
Math Talk
Students share strategies and solutions orally.
Students show work through proof drawings and proof pictures.
Quick PracticeStudents review previous taught concepts
or prerequisite skills
Takes about 5-10 minutes daily and doesn’t have to happen during Math. Ex. Lining students up or waiting in the hall
Student LeadersStudent leaders facilitate student’s growth
– students lead the group through practice and discussion using daily practice routines
Teachers can work with students one-on-one
Helping Community
Creating a deeper mathematical understanding, competence, and confidence – not only in the classroom, but also at home!
Roles of Teachers vs. Math Coach
Teachers – continue to collaborate about student progress, math content, and ideas to improve student achievement
Math Coach – SUPPORT, SUPPORT, SUPPORT!!! The Math Coach is not there to “fix” a teacher or to be an evaluator.
What are some common forms of
Coaching?Jigsaw – Executive Coaching - page 9Co-active Coaching – page 9/10Cognitive Coaching – page 10/11Literacy/Reading Coaching – page 11/12Instructional Coaching – page 12/13
LUNCH11:30-1:00
“Coaching is a process, a powerful, confidential
relationship, a strategy and dozens of skills and techniques that support
an individual or an organization through a
change process.”-- Reiss, 2007
Share Time ---Artifact Sharing
How do we know?Evaluating Math/Math
Adoption in your school?Green Book – Chapter 10
Organized Disorganized
Roads Signs
Think outside the box –
How can you relate the road sign to the role of a Math Coach?
Highlighted Responsibilities of a Math
Coach- Be flexible and dependable- Be an active participant in grade
level team meetings and have consistent communication with staff
- Be an active listener- Keep open lines of communication
-Build rapport and show respect to each other’s positions
- Compromise and work towards long and short term goals
- Attend meetings to discuss successes, review plans, and
make changes
Documenting Responsibilities of Math
Coaches
Blue Diamond / Fulcrum
Tools to help us redefine or roles as Math Coaches and get the best “bang” for our buck.
“Coaching is becoming popular, in part, because many educational leaders recognize the old form of
professional development, built around traditional in-
service sessions for teachers, simply doesn’t
affect student achievement.”- Knight 2006
Who needs our support and when/how does it
happen?
Article –
How to Talk So Teachers ListenLaura Lipton and Bruce Wellman
Educational Leadership – September 2007
Teaming Up!!!
Creating Regional PLTs focused around the implementation of Math Coaches and the overall
improvement of math in the district.
Long Term and Short Term Goals
Share Time ---Artifact Sharing
What does “Support” look like and mean?
Creating a picture of support within the
building
Supporting Teachers during Observations
Orange Book – Chapter 12