Washington State Math Coaches

March 9 & 10, 2009SeaTac Doubletree InnCathy Carroll, David Foster, Kristine Lindeblad

Welcome!•Introductions•Find your ESD cohorts: 101, 105, 112,

113, 114, 121, 123, 171, 189

Welcome•Introduce yourselves – •Tell one thing about your past, your

present and your future dreams!•Choose a three word motto that describes your coaching group.

Share the motto!

The Legacy ProjectPurpose – •To make a record of our learning for the

past two years to benefit the profession.•To celebrate our learning, our impact and

our contributions to the world of mathematics education.

•To celebrate our community and stay in touch with other mathematical leaders.

The Legacy ProjectPart 1•Each ESD will create a page for a slide

show. The page should reflect the strengths and accomplishments of math coaches in your ESD.

•What are you proud of? •What have you learned? •What impact have you made? •What do you hope for?

The Legacy ProjectPart 2•A “yearbook page” – This is the story of

your coaching journey. It should include a picture of you, your e-mail address and a brief description of your work in the past two years. You can include links to your school, documents you have created, challenges you still face, pictures of your teachers, students, school, office…

Our Days Together•Large group work – we will rely on group

contributions with protocols and work within the groups

•Cathy, David, Greta, Kyra, Kristine – and YOU!

•Please honor times and places…

Using Coaching CasesStorytelling permeates the human experience. It

is found on street corners, in bars, in living rooms, and on playgrounds; it exists wherever people gather, be it around campfires or TV sets. Stories set cultural norms, provide us with heroes and demons, warn us of folly, and give us reason to hope for better days. They are with us from the day we are born until the moment when we shuffle off this mortal coil. They make us human. Not surprisingly, great teachers are often great storytellers.

Using Coaching CasesIn its original form, case-based teaching

relied on cases that were largely self-contained stories written and analyzed through the discussion method in the classroom.

Two Cases…1. A Coaching Case – Coaching Case Study

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Circle your chairs. Read the story, highlight things that seem important to you, write questions and comments as you read.

Two Cases…Coaching Case Study1 - the Protocol1. Person whose birthday is closest to

today is the moderator.2. Define the problem, list all of the facts.3. Pose any questions that you have – no

one answers.4. Brainstorm solutions – every solution

counts.5. Discuss solutions.6. Avoid “war stories.”

Two Cases•Discuss the process, What was the

moderator assigned to do? What was your role?

•What were the strengths and challenges

of the protocol?

Two Cases…•What’s Pi?

•Spend a few minutes solving the introductory problem.

•Read the story, highlight things that seem important to you, write questions and comments as you read.

Two Cases…•Follow the protocol…

What is the real issue? How might the teacher handle the situation?

How could you use this case with your teachers? What strengths/challenges would you foresee?

Writing a Case Study•Real World Scenario

•Open Ended Problem

•Required Output

•Supporting Documents

Give it a try!

AddressesSend your powerpoint page:

klind11@comcast.net

2010 Math Conference in Spokanekristine1@spokaneschools.org

Learning Focused Conversations Coaching is unlocking a person’s potential to maximize their own performance. It is helping them to learn rather than teaching them.

Whitmore (1996)

Contexts for Learning Focused Conversations

•Observation meetings•Team meetings•One-on-one classroom coaching•Working with school administrators•Content-focused coaching• Instructional coaching•Mentoring•Other . . .

The degree to which I create relationships which facilitate the growth of others as separate persons is a measure of the growth I have achieved in myself.

Carl Rogers

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A Continuum of Learning-Focused Interaction

(I) (We) (You)

Continuum of InteractionMaintain flexibility in stanceClarify the question, issue.Determine the problem.Avoid immediate advice giving.Slide across the Continuum as the context requires.

Maximizing Time & AttentionFocus full attention on colleague.Establish rapport through the following:

Physical alignmentActive listeningApproachable voice

Attending fully

Maximizing Time & Attention

Blocks to Understanding (“I” listening)

Personal Referencing

Personal Curiosity

Personal Certainty

Learning-Focused Verbal ToolsPause to provide a space for thinking.

Wait Time I

Wait Time II

Wait Time III

Making Language Invitational

Approachable VoiceCredible VoicePlural FormsExploratory LanguagePositive Presuppositions

Making Language Invitational Plural Forms

What might be some of your solutions?

Making Language Invitational Exploratory Language

What are some of your hunches about why that may be so?

Exploratory Language

the somecould mightis are why what

Change the language to make it more open!

Making Language Invitational Positive Presupposition

My students just can’t do this work!

As you examine this student’s work, what are some of the details that you’re noticing?

ParaphrasingPrinciples of Paraphrasing

Attend fully. Listen! Capture the essence. Reflect the essence. Make paraphrase shorter. Paraphrase before asking a question.

Types of ParaphrasingAcknowledging and Clarifying

  Identifies and calibrates content and emotions

 Communicates our desire to understand

 Communicates our value for the person and what s/he is feeling

Types of ParaphrasingSummarizing and Organizing

Offers themes and frameworks to shape the initiating statement

 Helps to separate complex or jumbled issues Hones in on key issues in a long stream of language

Continuum of InteractionScenarios - Practice

Triads analyze and role play. A = Colleague B = Coach C = Observer/recorder

Summarizing 1Write one word that represents or summarizes your learning about coaching.Write two sentences that explain why you chose that word.