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Connections and Actions Utilizing coaching skills to enhance mathematics instruction

Explore how coaching skills can elevate math instruction quality, develop leadership, and promote equity in education.

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Connections and Actions Utilizing coaching skills to enhance mathematics instruction

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  1. Connections and ActionsUtilizing coaching skills to enhance mathematics instruction Astrid Fossum Lee Ann Pruske Laura Maly Cynthia Rodriguez MTL Sessions, October 12th & 14th, 2010

  2. A year in review….2009-2010 • To build relationships with and among colleagues in individual school cultures in order to promote open communication around the teaching and learning of mathematics. • To support the MTL in understanding leadership theory to ignite change in moving the school toward increased student achievement in mathematics. • To develop and strengthen the MTLs ability to serve in a coaching capacity. • To build an understanding of the components of change and an ability to move the change process forward.

  3. Learning Intentions • We are learning coaching skills in order to increase teachers’ expertise in planning, reflecting on practice, and instructional decision-making. • We are learning to be aware of our leadership responsibility as it connects to the Equity Principle.

  4. Success Criteria • We will know we are successful when we can articulate the connection between utilizing our skills as coaches and promoting high quality mathematics experiences for all students.

  5. Let’s take a walk! • When and why do you consult, collaborate and coach? • Find the Blocks to Understanding and discuss what they are. • Find the three types of paraphrasing and discuss what they are.

  6. A Continuum of Interaction • Consulting • Collaborating • Coaching

  7. Listening:Blocks to Understanding • Personal Reference • Personal Curiosity • Personal Certainty

  8. Paraphrasing • Acknowledging and Clarifying • You’re noticing that… • In other words… • Summarizing and Organizing • For you then, several themes are emerging… • There seem to be two key issues here… • Shifting Levels of Abstraction • A value for you would be… • A specific example for you would be…

  9. Elements of the invitation… • Attending Fully • Approachable voice • Plural forms • Exploratory language • Positive Presuppositions • Nondichatomous forms

  10. Questioning (Lipton & Wellman, pp. 58-62) • Opening Thinking (Inquiry) • Questions that extend and illuminate thinking • Invite multiple responses • Support a colleague in exploring issues, problems, concerns and ideas • Communicate an exploration of information and ideas • “As you reflect on this unit, what are some ways you might assess students on their understanding of the concepts and terms?”

  11. Questioning (Lipton & Wellman, pp. 58-62) • Focusing Thinking (Probing) • Questions that intend to focus thinking for increased specificity of information • Elicit examples, criteria, details that support precision of language and thinking • “As you think about your assessment practices, how do these practices assist in meeting the diverse needs of your students?”

  12. 3 essential elements • Invitation to engage and think • Topic to think about • Cognitive focus for thinking about the topic

  13. PRIME Document Stages of Leadership Action Stage 1: Know & Model Leadership of Self Stage 2: Collaborate & Implement Leadership of Others Stage 3: Advocate & Systematize Leadership in the Extended Community NCSM (2008). Principles and Indicators for Mathematics Education Leaders (PRIME). Equity Principle Ensure high expectations and access to meaningful mathematics learning for every student.

  14. Making Connections • Individually read pages 10 & 11 in The PRIME Leadership Framework. • As a table group brainstorm a list of inequities that you have witnessed in your school specific to the teaching of mathematics.

  15. Learning Focused Conversation • In pairs • Prepare for a learning focused conversation around one of the topics you listed with a potential teacher in your school. • Prepare a possible conversation. • What would the first question be? • What might a response be? • What paraphrase or follow up question would then be asked?

  16. Focus for the year 2010-2011 • To support MTLs as they work with colleagues to ensure high expectations and equitable and meaningful mathematics for all students. • To develop and strengthen the MTLs ability to serve in a coaching capacity. • To strengthen the MTLs understanding of the change process in order to move the school toward increased student achievement in mathematics.

  17. Learning Intentions • We are learning coaching skills in order to increase teachers’ expertise in planning, reflecting on practice, and instructional decision-making. • We are learning to be aware of our leadership responsibility as it connects to the Equity Principle.

  18. Success Criteria • We will know we are successful when we can articulate the connection between utilizing our skills as coaches and promoting high quality mathematics experiences for all students.

  19. Reflection Question As you practice your coaching skills over the next few months, how do you plan to address issues of equity in learning focused conversations?

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