Enhancing Equity in Education: CBAM Model & Coaching Skills

1. Questions and Concerns December MTL meeting Laura Maly Astrid Fossum Cynthia Cuellar Rodriguez The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation.

2. Learning Intention • We are learning to… • To explain the Stages of Concern of the Concerns Based Adoption Model (CBAM) as it applies to equity issues. • To explore how to use coaching skills to address individual Stages of Concern to move teachers forward. The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation.

3. Success Criteria • We will know we are successful when we can identify the Stage of Concern and utilize our coaching skills to address inequities. The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation.

4. Equity Leadership • Principle: Ensure high expectations and access to meaningful mathematics learning for every student • Indicator 1: Every teacher addresses gaps in mathematics achievement expectations for all student populations. • Indicator 2: Every teacher provides each student access to relevant and meaningful mathematics experiences. • Indicator 3: Every teacher works interdependently in a collaborative learning community to erase inequities in student learning. The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation.

5. Sharing out • At your tables, share an example of an inequity you witnessed in your school and describe how your coaching conversation helped address the inequity. The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation.

6. CBAM Model Assumes that individuals grow in both their concerns and their use of new innovations (formative assessment practices). Support for growth in individuals must be tailored to specific developmental needs. CBAM model legitimizes differences in feelings and behaviors of staff relative to a change (innovation). The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation.

7. Stages of Concern IMPACT 6 Refocusing 5 Collaboration 4 Consequence TASK 3 Management SELF 2 Personal 1 Informational 0 Awareness The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation.

8. Learning Intention • We are learning to… • To explain the Stages of Concern of the Concerns Based Adoption Model (CBAM) as it applies to equity issues. • To explore how to use coaching skills to address individual Stages of Concern to move teachers forward. The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation.

9. Grouping Strategy • For each scenario, you will have a new partner based on your give card. • Scenario one: same number, same color • Scenario two: same number, different color • Scenario three: same number, different color The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation.

10. Scenarios • With your partner, read the scenario • Identify the inequity • Develop an initial coaching question that might help you identify a possible Stage of Concern • Discuss possible responses to the scenario • Develop next steps for the MTL that would help move the teacher through the stages of concerns in order to address the inequity The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation.

11. Scenarios and Next Steps • What parallels can you draw between these scenarios and your role as an MTL? The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation.

12. Learning Intention • We are learning to… • To explain the Stages of Concern of the Concerns Based Adoption Model (CBAM) as it applies to equity issues. • To explore how to use coaching skills to address individual Stages of Concern to move teachers forward. The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation.

13. Success Criteria • We will know we are successful when we can identify the Stage of Concern and utilize our coaching skills to address inequities. The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation.

14. Reflection Questions • Describe in detail, a concern expressed by a teacher in your school.  How do you plan on utilizing your coaching skills to address their concern?  The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation.