Welcome Math Coaches!

1. Welcome Math Coaches!

2. Welcome • Review Agenda and Desired Outcomes • Check for Agreement • Time Keeper • Notes Taker

3. Math Coach Norms • Be an active listener • Limit sidebar conversations • Be an active participant • Focus on the solution, not the problem • Celebrate successes • Have an open mind to others’ ideas • Be respectful and professional

4. Upcoming Professional Development • Math Coach Meetings • Math Department Trainings • Partners for Mathematical Learning • Math Talk 2 • Calculator Training for TI-10 and TI-15 • K-2 Assessments

5. New Title I Schools and Math Coaches • Adams – • Cary – Jaime Merckle and Lisa Dove • Green – Tara Howell (Year Round) • Hilburn – Stacy Zlotnik • Hodge – Leslie Blake and Kathy Wagstaff (Year Round) • Jeffreys Grove – Mary Carr • Knightdale – Julie Russo and Tanya Burns • Lake Myra – Katie Duty and Dana Herman (Year Round) • Lead Mine – Brandon Thomas • Lynn Road – • Northwoods – Mary Wendland and Shaundua Brown • Poe – Patty Jordan and Kim Kreider • Powell – Tracy Donohue (100%) • Root – • Vandora – Vicki Wood and Meredith Penley • Wake Forest – Dawn Hertzig • Wakelon – Valerie Whitley and Bobbi Roe • Wendell – Malana Fitzgerald and Beth Ogle

6. Building Personal and Professional Relationships Skittles Game

7. Take one Skittle. Do not eat it (you may if you want just remember your color)! • Red: Favorite Hobby • Green: Favorite Food • Yellow: Favorite Movie • Orange: Favorite Place to Travel • Purple:Something you did this summer

8. Our Journey as Math Coaches…

9. Where We Have Been… • Math Solutions (5 NCTM principles, effective leadership traits, math games) • Blue Diamond • Math Expressions (Quick Practice, Building Concepts, Math Talk, Student Leaders, Helping Community) • Observation Tool • Regional PLTs • Math Content Knowledge – Val Faulkner and Partners Training

10. Where We Have Been… • Forms of Coaching (Executive, Coactive, Cognitive, Literacy, Instructional) • What is an Instructional Coach? • Partnership Philosophy (Equality, Choice, Voice, Dialogue, Reflection, Praxis, Reciprocity) • The Big Four (Behavior, Content, Direct instruction, Formative assessment)

11. Where are we going…

12. “Our goal as math coaches is not to add a little spice, salt or pepper to the stew of mathematics instruction, but instead to alter the menu entirely.” The Math Coach Field Guide, page 2

13. Review of Coaching • What is an instructional coach? • Brainstorm ideas on a list. • Read pages 12 - 13, “Instructional Coaching section” in Instructional Coaching. • Add to list any other ideas.

14. What makes a good/successful coach? • Brainstorm a list of descriptors. • Read pages 15-16 “A Final Word About Coaches” in your Instructional Coaching book. • Update the list of descriptors.

15. Ten Guiding Principles for Being a Successful Coach • Making relationships with teachers should be the priority. • Be a partner with teachers, not an evaluator. • Work with teachers who are interested and/or open to change. • Direct support to specific classroom instructional needs encourages change in instruction. • Provide professional development for teachers to learn and reflect on their teaching. • Encourage teachers to share what they are learning about teaching math. • Communicate with principals. • Create a math rich environment. • Parents are an untapped resource. • Find a support system. From The Math Coach Field Guide, Chapter1

16. BREAK! • Take a 10 minute break!

17. “What Matters for Elementary Literacy Coaching? Guiding Principles for Instructional Improvement and Student Achievement” • Jigsaw Article • Everyone reads pages 544-545 (Intro and Background) and pages 552-553 (Discussion and Conclusions). • Group 1: Principle 1 – pages 545-546 • Group 2: Principle 2 – pages 546-547 • Group 3: Principle 3 – pages 547-548 • Group 4: Principle 4 – pages 548-549 • Group 5: Principle 5 – pages 549-550 • Group 6: Principle 6 – pages 550-551 • Group 7: Principle 7 – pages 551-552

18. With your group, answer these questions on chart paper: • What is your principle and describe it. • How do your professional experiences as a math coach relate to the guiding principle? • What steps could you take to begin putting this principle into action? Be ready to share with the group!

19. Article Reflection • Which guiding principle might you want to focus on in your school? • Which of the guiding principles do you think would be most difficult to accomplish in your school? • How might you be able to overcome the obstacles? • You may want to write this down on a sticky note for later.

20. Partnership Philosophy • What is the Partnership Philosophy? • Why is it important? Activity: • Get into table groups. • Each groupwill receive a Partnership Principle. Please read about your principle on pages 24 – 26 and 40 – 51. • Think about why your principle is important and ways to implement it. • Using the poster paper, make a graphic organizer that represents the characteristics of your principle. • You will have 20 minutes to complete this and 2 minutes to share.

21. Equality: pages 24, 40-41 • Choice: pages 24, 41-43 • Voice: pages 25, 43-46 • Dialogue: pages 25, 46-47 • Reflection: pages 25, 47-49 • Praxis: pages 25, 49-50 • Reciprocity: pages 26, 50-51

22. LUNCH! 11:30 – 12:45

23. Partnering with the Principal • Read page 32 “Partnering with the Principal.” • Share out your thoughts.

24. Partnering with Other Coaches • Make a list of the coaches at your school. • In what ways have you collaborated with the other coaches at your school? • Why would this be important?

25. Coaching Collaborative Title I Math Title I Literacy Local Literacy IRT SIOP

26. 8 Components of IC • Enroll – pages 90-99 • Identify – pages 99–102 • Explain – pages 102-106 • Model – pages 111-120 • Observe – pages 121-122 • Explore – pages 122-129 • Support – pages 129-130 • Reflect – pages 130-132

28. BREAK! • Take a 10 minute break!

29. Goals for Math Coaching Initiative

30. Spring 2010 UNOFFICIAL MATH EXPRESSIONS WALKTHROUGHRESULTS

31. WALKTHROUGHS • 2009-10 was the first year of implementation of Math Expressions at the WCPSS elementary schools. • Walkthroughs in 25 elementary schools were conducted in spring 2010 to examine the extent of Math Expressions implementation. • 11 Title I schools were included into the observations. All 550 teachers were observed.

32. Unofficial District Results Mathematics Expressions was being utilized less often than expected. • Observers expected to see teachers using Math Expressions most of the time; 56% of teachers were observed using it. • Students were expected to be using Math Talk most of the time; less than 25% were doing so. • Teachers were promoting math talk/facilitating conversations at much lower rates than expected. • Less than a quarter of lessons were rated as promoting deep conceptual understanding of math.

33. Title I School Unofficial Results • A few student and teacher behaviors were observed at higher rates in Title I schools than in the district, including: students working in small groups, teachers modeling concepts, and lessons led both by teacher and student. • Title I schools were not implementing Math Expressions at higher rates than other schools in most areas: students were seldom engaged in math conversations, observed explaining solutions, or using math vocabulary. Very few teachers were facilitating conversations/promoting Math Talk. • With an exception of grade 2, all grades were shown as implementing very few Math Expressions core structures.

34. Activity Logs

35. Loose/Tights

36. Menu of Services • With your group, make a list of services a math coach can provide to teachers.

37. Goal Setting/Plan of Action • Write down 2-3 coaching goals for this school year. • Think about what you can do this month to begin meeting those goals. Create a plan of action for this month. • Think about what an instructional coach is, principles for a successful coach, Partnership Principles, and the Coaching Cycle. • One focus this month should include sharing the coaching cycle with staff members and collaborating with your principal and other coaches at your school.

38. Meeting Evaluation/Reflection • Review each outcome at the top of your agenda. Did we accomplish the outcomes? • Complete the Reflection Form. Leave the yellow copy!