The Pillars of Building Capacity

1. The Pillars of Building Capacity August 8 – 9 ,2013 Emmett Conrad High School Ercleo “Earl” Esquejo Division 2 Betsy Urschel Division 4

2. Learning Objectives • CICs will be able to understand and apply four support functions. • CICs will articulate the importance of the four support functions. • CICs will understand how to effectively use the four support functions in working with their teachers in order to improve student achievement.

3. Agenda • Learning Objectives • DISD Core Beliefs Choose one of the core beliefs and explain how your role as CIC supports that core belief. • TASK : Four Support Functions a. Scenarios b. It’s Your Turn • Reflection and Feedback

4. Warm-Up First Name Last Name Campus email@dallasisd.org Notes/Comments on future PD or support you would like. On the front of an index card, write your first and last name, the names of your campus and your email address. Throughout this session, make note on the back of the index card, any comments of future PD or support you might need/like from your Academic Facilitators. You will turn in your index card at the end of this session as an exit slip.

5. Dallas ISD Core Beliefs Our main purpose is to improve student academic achievement. Effective instruction makes the most difference in student academic performance. There is no excuse for poor quality instruction. With our help, at risk students will achieve at the same rate as non-at risk students. Staff members must have a commitment to children and the pursuit of excellence.

6. Airtight Activity Why coaching?

7. TASK : Four Support Functions First Turn, Last Turn

8. Reflection Question What compelling ideas did you hear/learn?

9. It’s your Turn…

10. Coach • The CIC uses maps and tools to mediate the thinking of a teacher so he/she becomes self-directed and allows the teacher to make choices about the direction he/she wants to go.

11. Specialist • The CIC offers his/her expertise to the teacher. • The CIC signals his/her intention to consult verbally and nonverbally, and chooses a strategy that will allow him/her to step out of coaching, engage in consulting , then return to coaching

12. Analyst • The CIC uses a set of standards to assess performance. • Evaluation process is dictate by the organization

13. Collaborator • The interaction is balanced and both the CIC and teacher are contributing ideas.

14. Scenarios: Examples of scenarios where you can serve the role as specialist, coach, analyst and collaborator in a campus. 1. Project Meeting about Math Night 2. Hosting UIL Meeting to increase student participation 3. The principal asked teachers to create a Math Bulletin Board for the campus. 4. Teacher asked you to observe her classroom. 5. First year AC teacher struggling how to teach inequalities and quadratic functions.

15. Scenarios (con’t) 6.Lesson planning with first year teacher and needs help how to write lesson plans, unpack SE and how to use technology in the classroom. 7. Principal asked you to join “Spot observation” in Algebra classrooms and she requested you to meet for calibrating the ratings afterwards. 8. Interim assessment discussion and data analysis 9. In Math PLC, the teachers were brainstorming ideas on how to get the lowest performing students access to “wraparound” services.

16. Reflections • As CIC, how will you effectively use the four support functions in working with your teachers in order to improve student achievement?