1 / 14

Administrator Showcase, Fall 2010

1. Pre-Conference. 2. Focused Classroom Observation w/ Data Collection. The Coaching Cycle : Interactive Online PD for K-8 Mathematics Coaches. 3. Data Analysis. 4. Post-Conference. Administrator Showcase, Fall 2010 . Loretta Heuer LHeuer@edc.org Education Development Center.

bailey
Download Presentation

Administrator Showcase, Fall 2010

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. 1. Pre-Conference 2. Focused Classroom Observation w/ Data Collection The Coaching Cycle: Interactive Online PD for K-8 Mathematics Coaches 3. Data Analysis 4. Post-Conference Administrator Showcase, Fall 2010 Loretta Heuer LHeuer@edc.org Education Development Center

  2. Showcase Agenda • Course’s Importance to Participants • Your role as Principal • What Participants Learn • What “Interactive” Means • What “A Coaching Cycle” is • What Participants Do during the Course • Time Requirements & Need for Administrative Support

  3. How Has The Coaching Cycle Been Important to Participants? • Math Content: I’m supporting math K through 8 ?? • “I taught 3rd grade for 25 years. But what about PreK-2 and 4-8?” • Coaching: an Adult Education Skill • Learned, Practiced, & Developed • Coaches in SmallDistricts: a Professional Community of Practice

  4. How is The Coaching Cycle Important for You, anAdministrator? • Administrators in Session # 1: • Coachescan’t do it without you • Quotes from EDC’s 500-principal research study: • I don’t think teachers take seriously anything that their principals don’t take seriously. • In order to change mathematics teaching the principal needs to articulate to their teachers even in indirect ways, “This is important. Here’s what I want to see in your classrooms.”

  5. Where’s the Beef ? (Math Content) • Areas of Struggle, Moving from PK to 8: • 1: Mathematical Knowledge for Teaching • 2: Addition, Subtraction, Equality • 3-4: Fractions; Fractions Again! • 5: Multiplication • 6: Algebraic Thinking & Algebra • 7: Data Display and Interpretation • 8: Area vs. Perimeter

  6. 1. Pre-Conference 2. Focused Classroom Observation w/ Data Collection Tools The Coaching Cycle: Interactive Online PD for K-8 Mathematics Coaches 3. Data Analysis 4. Post-Conference The Four Main Components

  7. What’s the Coaching Content? • 1 Building Rapport (Including Working w/You, the Principal or District Administrator) • 2 & 3: Pre-conference, Lens Questions • 4 & 5: Data Collection, Data Analysis • 6 & 7: Post-conference—Planning It, Engaging in It • 8: Next Steps Toward Change, Coaching Heavy vs. Coaching “Lite,” Equity Issues

  8. What Is a “Coaching Cycle”? (1) • The Pre-conference • The Math Content to be taught • The Teacher’s Teaching Goal • The Teacher’s Learning Goal for students • A Lens Question to focus the coach’s data collection, e.g.: • How did the teacher select students’ mathematical ideas and products to share with the whole group?  • Observation & Data Collection • Choosing a Data Collection Instrument • Test Driving an Instrument • Analyzing its Usefulness

  9. What Is a “Coaching Cycle”? (2) • Preparing for the Post-conference • Take Time to Analyze & Reflect on Your Data • Indicators, Clues, Trends, Connects & Disconnects • Craft Questions for the Post-Conference • How do I want this conversation to affect this teacher's learning and professional growth? • The Post-Conference: Next Steps by Next Time • Coaching Heavy vs. Coaching Lite • Maintaining Relationship but Pressing for Change • Praise, Advice, Criticism • Inquiry about: • Teacher Decision-Making • Students’ Mathematical Thinking • Collaborative Problem-Solving

  10. What Does “Interactive” Mean? • Six Types of Interactions. With: • The Course Material—at least 4 Articles/Videos + a “Do the Math” • Each other—at least 4 Discussion Board posts each session • Me—giving feedback on their weekly Reflection and postings • With Teachers—in a data collection activity and their Final Project • With You, their Principal! • With Themselves….as Reflective Practitioners

  11. What Does the Course “Look” Like?

  12. What Will a Participant Do In Each Session? • Each session features: • Math Articles/Videos, “Do the Math,” + Discussion Board Prompt • Coaching Articles/Videos + Discussion Board Prompt • Weekly Assignments, including a Personal Reflection • Optional Materials & “Building Your Professional Library” • Tech support

  13. What about Timing and Workload? • Sessions Begin on Friday & End the Following Thursday • Readings, Viewings & “Do the Math” over the Weekend • Post by Monday • Reply by Wednesday • Submit Reflection by Thursday • 3-Credit Course  13 Weeks  3 Hrs “Seat Time” + 4 Hours Readings, Observations, Written Reflection = 91 hours • 91 Hours ÷ 11 Weeks for the 8 Sessions = 8 Hours/Week

  14. Thank You! • For attending this Showcase in support of your coaches & being willing to experiment w/this online model of communication. • Questions? Contact at LHeuer@edc.org

More Related