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Shape. Coaching Case 6 Group 2 CCLM^2 Spring 2013. Leadership for the Common Core in Mathematics (CCLM^2) Project University of Wisconsin-Milwaukee, 2012–2013

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  1. Shape Coaching Case 6 Group 2 CCLM^2 Spring 2013 Leadership for the Common Core in Mathematics(CCLM^2) Project University of Wisconsin-Milwaukee, 2012–2013 This material was developed for the Leadership for the Common Core in Mathematics project through the University of Wisconsin-Milwaukee, Center for Mathematics and Science Education Research (CMSER). This material may be used by schools to support learning of teachers and staff provided appropriate attribution and acknowledgement of its source. You may not use this work for commercial purposes. This project was supported through a grant from the Wisconsin ESEA Title II Improving Teacher Quality Program.

  2. 1:1 to 1:Many Stephanie Bay Marilyn Buck Michelle Douglas-Meyer Cheryl Wegner

  3. Learning Intention& Success Criteria We are learning to understand the complexities of planning and purposefully facilitating group meetings. We’ll know we’ve been successful when we have gained new insights into strategies that support maintaining focus as a coach in a 1:group environment.

  4. 1:1 Coaching • Think about a recent coaching conversation you had with an individual or the coaching ideas we've learned in this course. • Focus on strategies you used or could use to maintain thepurposeand the direction of that interaction. • Together, list some strategies you have used or could use to create a successful coach-mentee interaction?

  5. Charlie Brown and Lucy

  6. Describe the purpose and direction of the interaction from each participant’s point of view: • Charlie Brown • Lucy • As you reflect on this coaching interaction at your table, list some ways that each participant was successful and unsuccessful in maintaining the purpose and direction of the interaction.

  7. 1:group

  8. Chloe – Meeting 1(lines 1-100/ pg. 58-60) • Individually, locate lines in the first meeting that demonstrate when Chloe struggled to maintain purpose and direction. • As a table, • Share some of the examples you found. • Choose 2-3 examples from your sharing to focus on. • Why did she struggle at these points in the meeting? • Brainstorm some coaching moves Chloe could have used at that point in the meeting or in preparation for the meeting to maintain her direction.

  9. Chloe – Meeting 2(lines 105-240/pg.60-63) • Individually, locate lines in the second meeting that demonstrate when Chloe struggled to maintain purpose and direction. • As a table, • Share some of the examples you found. • Choose 2-3 examples from your sharing to focus on. • Why did she struggle at these points in the meeting? • Brainstorm some strategies Chloe could have used at that point in the meeting or in preparation for the meeting to maintain her direction.

  10. Revisiting your T-Chart • Looking at our T-Chart, what are some of the strategies we’ve suggested for 1:1 coaching that Chloe did use or could have used in the team meetings? • What are some of the strategies we’ve discussed tonight that are specific to 1:group situations?

  11. Learning Intention& Success Criteria We are learning to understand the complexities of planning and purposefully facilitating group meetings. We’ll know we’ve been successful when we have gained new insights into strategies that support maintaining focus as a coach in a 1:group environment.

  12. Bringing it together A strategy for 1:group coaching thatsquareswith your coaching style. Apointabout 1:group coaching you've learned from Chloe. A concern/question that swirlingaroundin your head about 1:group coaching.

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