10/27/2014

1

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

2

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)

10/27/2014

3

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?

10/27/2014

4

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

10/27/2014

5

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.

10/27/2014

6

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

10/27/2014

7

Challenges

Teacher Buy-in

Scheduling Time

District Expectations

Teacher Buy-in

BUILD RELATIONSHIPS!

Offer choice: Create a menu

10/27/2014

8

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

10/27/2014

9

Advice

Build RelationshipsGet a job description from your districtContinue professional development Find a support group

10/27/2014

10

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)

10/27/2014

11

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

10/27/2014

12

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”

10/27/2014

13

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

10/27/2014

14

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

10/27/2014

15

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

16

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.

10/27/2014

17

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

10/27/2014

18

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

10/27/2014

19

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)

10/27/2014

20

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