1 / 17

“To Coach or Not to Coach…What is the Payoff?”

“To Coach or Not to Coach…What is the Payoff?”. National Council of Supervisors of Mathematics April 24, 2012 Philadelphia, Pennsylvania Lee Ann Pruske, Math Teaching Specialist, pruskelx@milwaukee.k12.wi.us Astrid Fossum, MPS/GE Foundation Teacher Leader, fossumag@milwaukee.k12.wi.us

jarrette
Download Presentation

“To Coach or Not to Coach…What is the Payoff?”

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. “To Coach or Not to Coach…What is the Payoff?” National Council of Supervisors of Mathematics April 24, 2012 Philadelphia, Pennsylvania Lee Ann Pruske, Math Teaching Specialist, pruskelx@milwaukee.k12.wi.us Astrid Fossum, MPS/GE Foundation Teacher Leader, fossumag@milwaukee.k12.wi.us Cynthia Cuellar Rodriguez, Math Teaching Specialist, cuellacs@milwaukee.k12.wi.us.

  2. A little bit about MPS… • 175 schools • 80,500 students • 5,000 teachers • Largest school district in Wisconsin • 83% low income • 86% minority • 20% special education • 10% ELL

  3. Session goals • Examine a progression used to develop leadership and coaching skills. • Consider change and growth as a developmental process.

  4. Leadership Essential Questions • What are the elements of a highly effective mathematics coach? • What support can we provide to build coaches capacity? • Most importantly….this develops over time!

  5. Leadership Goals • To support MTLs as they build relationships 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.

  6. Leadership and Coaching Skills Progression Resources 2008-2009 • The PRIME Leadership Framework, Assessment Principle, NCSM • Concerns Based Adoption Model, (CBAM) 2009-2010 • Leading in a Culture of Change, Michael Fullan • The PRIME Leadership Framework, Assessment Principle, NCSM • Concerns Based Adoption Model, (CBAM) • Mentoring Matters, Lipton & Wellman 2010-2011 • The PRIME Leadership Framework, Equity Principle, NCSM • Concerns Based Adoption Model, (CBAM) • Mentoring Matters, Lipton & Wellman 2011-2012 • Mentoring Matters, Lipton & Wellman • Taking the Lead, Killion & Harrison

  7. “A full day every month of training in unheard of in most fields, but because of the MTSs, we have very thoughtfully planned training every month to help us do our jobs better so that we can help teachers do their jobs better so that students can learn and achieve.” (MTL)

  8. Professional Math Learning:Monthly MTL meetingsUWM-MMP courses Mathematics Content Knowledge Formative Assessment Three Pillars Leadership

  9. Framing the sessions…. Leadership of Others Engage teachers in the development and implementation of lessons that reflect the importance of relevant, meaningful mathematics. The PRIME Leadership Framework, NCSM

  10. 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.

  11. December 2010 Professional Learning Task • Scenarios • With you 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

  12. January 2011 Professional Learning Task Let’s Rewrite those Questions! • With your group, choose one scenario to focus your attention. • Rewrite the poorly written question into an effective coaching question. Remember… • Stage of Concern (Write after the question) • Invitation (Underline), Cognition, Topic • Positive presuppositions (Box) • Plural forms (Circle) • Exploratory language (Circle) • Record your rewritten question on chart paper and post it on the wall. Label each part of your question according to the bullets above.

  13. Beverly Joyce and Bruce Showers (2002) Student Achievement Through Staff Development

  14. Testimonials • “I have gained so much…I have learned to ask questions, mentor people, lead people, but most importantly, I’ve learned leadership of self. I have learned to become a powerful voice in the area of mathematics.” (MTL) • “It is valuable to learn about the process of change and how this can be applied to our work in schools. I am more aware of paying attention to ‘where people are’ in their teaching process and helping them move from where they are. The practice conversations are so helpful.” (MTL)

  15. WKCE Mathematics Trends, Milwaukee Public Schools Gr 3 +6.3 Gr 4 +11.9 Gr 5 +14.7 Gr 6 +16.8 Gr 7 +13.0 Gr 8 +8.6 Gr 10 -0.5 Percent of Students Proficient & Advanced, WKCE & WAA Combined, Milwaukee FAY. WINSS (http://dpi.wi.gov/sig)

  16. Reflections: • The use of a leadership and coaching progression to guide reform. • Change is incremental for individuals, schools, and districts. • Revisions with the Common Core.

  17. Thank you This material is based upon work supported by the National Science Foundation Grant No. 0314898. MMP website • www.mmp.uwm.edu

More Related