john t. sutton, ph.d. rmc research corporation 633 17 st., suite...
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10/27/2014
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John T. Sutton, Ph.D.RMC Research Corporation
633 17th St., Suite 2100Denver, CO 80202
(800) 922-3636
Cindy Beaman, Grand Island Public SchoolsDistrict K-5 Mathematics Coach
Tanya Archie, Omaha Public SchoolsKing Science/Technology Magnet Middle School and McMillan Magnet Middle School Math Coach
Darla Berks, Lincoln Public SchoolsLincoln High School Math Coach
Arlene Mitchell, RMC Research CorporationExamining Mathematics Coaching PD Provider
10/27/2014
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Examining Mathematics Coaching – Elizabeth Burroughs, John Sutton, David Yopp ‐Montana State, RMC Research, University of Idaho
Coaching Science Inquiry – Gwen Nugent, Gina Kunz, Jon Pedersen, Jim Houston ‐ National Center for Research on Rural Education ‐University of Nebraska‐Lincoln
Mathematics coaching: Tools and resources for coaches and leaders, K‐12. Jennifer Bay‐Williams/ Maggie McGatha – University of Louisville
Mathematics Coaching Supporting English Language Learners – Mark Driscoll –Education Development Center
Elementary Mathematics Specialist and Teacher Leaders Project – Skip Fennel – McDaniel College
Elementary Mathematics Coaches – Pat Campbell ‐University of Maryland
Content Coaching for Improved Mathematics and Science: The CAMS Model – Merck Institute (MS Mathematics and Science)
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What type of support or training helped you to transition from a Master Teacher to a Coaching Role?
What additional training would have been helpful in making this transition?
What challenges have you encountered in making the change from a Master Teacher (really great classroom leader) to a building or district coach?
What strategies did you employ to address these challenges?
If you were giving advice to another Noyce Project that was thinking about helping their Master Teachers become building/district level coaches, what would that be?
If you were giving advice to another Master Teacher that was thinking about becoming a building/ district level coach, what would that be?
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Mathematics Coaching:Moving from Master Teacher to Mathematics Leader
Cindy Beaman, Grand Island Public SchoolsNENoyce Master Teaching Fellow, District K-5 Coach
Support/Training
Reading and studying different coaching models: Instructional, Content, Cognitive
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Instructional Coaching
Focus on best instructional practices, student engagement, classroom management
Content CoachingFocus on extending teachers’ understanding of mathematical knowledge and to understand student thinking about those concepts.
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Cognitive Coaching
Focus on building capacity of teachers by helping them become more aware of their thinking and actions.
Support Group/Ongoing Professional Development
Scheduled Collaborative MeetingsContinuing support for professional development
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Challenges
Teacher Buy-in
Scheduling Time
District Expectations
Teacher Buy-in
BUILD RELATIONSHIPS!
Offer choice: Create a menu
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Scheduling Time
Work with new teachers first
Decide where needed the most
Offer choices/who wants to be coached?
District Expectations
Get it in writing
You are not an evaluatorYou are not a subYou are not an assistant principal
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Advice
Build RelationshipsGet a job description from your districtContinue professional development Find a support group
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WHAT TYPE OF SUPPORT HELPED YOU TO TRANSITION?
Formal training
Collaboration and shadowing
WHAT WOULD HAVE BEEN HELPFUL?
A cooperative coach – assigned mentor
Time for personal development (reading, research, etc)
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WHAT CHALLENGES HAVE I ENCOUNTERED?
Struggles with teachers resembles struggles with students (perseverance, ownership, allowing struggle, trying something new)
Is the change sustainable?
STRATEGIES EMPLOYED
Building relationships
Maintaining confidentiality
Making their teaching valuable to me
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ADVICE TO OTHERS
Allow time for collaboration
Expose coaches to multiple classrooms and have discussions about what you might do as a coach before going to your buildings
ADVICE SO SOMEONE CONSIDERING COACHING
Consider very honestly your reasons for leaving
Changes some relationships
Opportunity to influence more students
Be very clear with your role and be ready to say “no”
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DARLA R. BERKS
Math Instructional Coach
Lincoln Public Schools (since 2008)currently at Lincoln High School
What type of support or training helped you to transition from a Master Teacher to a coaching role?
Curriculum Department – regular meetings
Training led by Jim Knight
Read, read, read!
Attended conferences
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What additional training would have been helpful in making this transition?
??? - lots of the learning takes place “on the job”
Possibly shadowing others
What challenges have you encountered and what strategies did you employ to address these challenges?
How to help teachers sustain their gains
How to help teachers “learn” affective traits
Isolation I have continued my own learning; I have found a
coworker that can brainstorm with me when needed
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What advice would you give to another Noyce project that was thinking about helping their Master Teachers become coaches?
Have an “expert” to serve as support and guidance
Help define their role
What advice would you give to another Master Teacher that was thinking of becoming a coach?
Be patient!Building trust is an essential foundational
pieceAssume positive intentionsKeep your role separate from
administration/evaluationsThere is value in working with teachers that
want help
10/27/2014
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Mathematics Coaching: Moving from Master Teacher to
Mathematics Leader
Arlene P. MitchellRMC Research Corporation
Denver, CO
Professional Development for Coaches
A mathematics coach is an on-site professional developer
who enhances teacher quality through collaboration,
focusing on research-based, reform-based,
and standards-based instructional strategies and mathematics content
that include the why, what, and how
of teaching mathematics.
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Coaching Knowledge
Knowledge of Student
Learning
Knowledge of Teacher Learning
Mathematics Content Knowledge
Knowledge Domains
Coaching Knowledge
Coaching Knowledge
RelationshipsLeadership
Assessment
Teacher Development
Teacher Learning
Teacher Practice
Student Learning
Communication
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Professional Development for Coaches and Administrators
Eight sessions (October – February) ½ day for coaches and their administrators 1 ½ days for coaches only
Refresher session (September) ½ day for coaches and their administrator 1 ½ days for coaches only
PD Sessions forAdministrators & Coaches (1/2 day)
Discuss progress of coaching within building
Establish a culture of coaching in building
Provide information on effective mathematics classrooms:Standards for Mathematical PracticesPrinciples to Action
Relate coaching cycle to administration support
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Culture of CoachingSchool Leaders Mathematics Coach Teacher
Articulate a clear vision for teaching and learning
Implement coaching as a professional development model
Set aside time for coaching within the daily schedule
Share goals and beliefs of coaching to entire school
Articulate clear expectations for coaching
Budget appropriate resources (time and personnel) to support coaching
Make mathematics coaching a priority
Ask reflective questions of teachers
Provide feedback to teachers
Share instructional materials and resources
Maintain confidentiality with teachers about coaching sessions
Use a structured approach for coaching:
o Gather information before the lesson
o Observe complete lesson
o Collect & document evidence from lesson
o Debrief & reflect with teacher after lesson
Be flexible & dependable
Make mathematics coaching a priority
Communicate specific instructional needs to coach
Ask for specific types of support from the coach
Listen to hear ideas being presented
Take shared responsibility for cultivating a positive and productive coaching relationship
Set aside appropriate amount of time for coaching sessions
Be open to try new instructional practices
Make mathematics coaching a priority
Consumer of Coaching Framework
Feedback Reflection Classroom
expectations Content Structure Communicating needs
How to be a Wise Consumer of Coaching (Journal of Staff Development,
February 2011)
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PD for Mathematics Coaches (1 ½ days)
Developing rapport and trust with teachers Adult learners Change process
Observing / practicing coaching techniques Videos Scenarios
Tools to determine teacher needs Teacher Needs Inventory Reflections (Coach and Teacher)
Sharing and discussions among coaches
Ten Roles for Coaches(Killion, 2009)
Data coach
Resource provider
Mentor
Curriculum specialist
Instructional specialist
Classroom supporter
Learning facilitator
School leader
Catalyst for change
Learner
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