setting the stage implementing math coaches – do you have all the right pieces?

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