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Washington State Math Coaches

Washington State Math Coaches

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Washington State Math Coaches

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  1. Washington State Math Coaches March 9 & 10, 2009 SeaTac Doubletree Inn Cathy Carroll, David Foster, Kristine Lindeblad

  2. Welcome! • Introductions • Find your ESD cohorts: 101, 105, 112, 113, 114, 121, 123, 171, 189

  3. Welcome • Introduce yourselves – • Tell one thing about your past, your present and your future dreams! • Choose a three word motto that describes your coaching group. Share the motto!

  4. The Legacy Project Purpose – • To make a record of our learning for the past two years to benefit the profession. • To celebrate our learning, our impact and our contributions to the world of mathematics education. • To celebrate our community and stay in touch with other mathematical leaders.

  5. The Legacy Project Part 1 • Each ESD will create a page for a slide show. The page should reflect the strengths and accomplishments of math coaches in your ESD. • What are you proud of? • What have you learned? • What impact have you made? • What do you hope for?

  6. The Legacy Project Part 2 • A “yearbook page” – This is the story of your coaching journey. It should include a picture of you, your e-mail address and a brief description of your work in the past two years. You can include links to your school, documents you have created, challenges you still face, pictures of your teachers, students, school, office…

  7. Our Days Together • Large group work – we will rely on group contributions with protocols and work within the groups • Cathy, David, Greta, Kyra, Kristine – and YOU! • Please honor times and places…

  8. Using Coaching Cases Storytelling permeates the human experience. It is found on street corners, in bars, in living rooms, and on playgrounds; it exists wherever people gather, be it around campfires or TV sets. Stories set cultural norms, provide us with heroes and demons, warn us of folly, and give us reason to hope for better days. They are with us from the day we are born until the moment when we shuffle off this mortal coil. They make us human. Not surprisingly, great teachers are often great storytellers.

  9. Using Coaching Cases In its original form, case-based teaching relied on cases that were largely self-contained stories written and analyzed through the discussion method in the classroom.

  10. Two Cases… • A Coaching Case – Coaching Case Study 1 Circle your chairs. Read the story, highlight things that seem important to you, write questions and comments as you read.

  11. Two Cases… Coaching Case Study1 - the Protocol • Person whose birthday is closest to today is the moderator. • Define the problem, list all of the facts. • Pose any questions that you have – no one answers. • Brainstorm solutions – every solution counts. • Discuss solutions. • Avoid “war stories.”

  12. Two Cases • Discuss the process, What was the moderator assigned to do? What was your role? • What were the strengths and challenges of the protocol?

  13. Two Cases… • What’s Pi? • Spend a few minutes solving the introductory problem. • Read the story, highlight things that seem important to you, write questions and comments as you read.

  14. Two Cases… • Follow the protocol… What is the real issue? How might the teacher handle the situation? How could you use this case with your teachers? What strengths/challenges would you foresee?

  15. Writing a Case Study • Real World Scenario • Open Ended Problem • Required Output • Supporting Documents Give it a try!

  16. Addresses Send your powerpoint page: klind11@comcast.net 2010 Math Conference in Spokane kristine1@spokaneschools.org

  17. Learning Focused Conversations Coaching is unlocking a person’s potential to maximize their own performance. It is helping them to learn rather than teaching them. Whitmore (1996)

  18. Contexts for Learning Focused Conversations • Observation meetings • Team meetings • One-on-one classroom coaching • Working with school administrators • Content-focused coaching • Instructional coaching • Mentoring • Other . . .

  19. The degree to which I create relationships which facilitate the growth of others as separate persons is a measure of the growth I have achieved in myself. Carl Rogers

  20. A Continuum of Learning-Focused Interaction (I) (We) (You)

  21. Continuum of Interaction Maintain flexibility in stance • Clarify the question, issue. • Determine the problem. • Avoid immediate advice giving. • Slide across the Continuum as • the context requires.

  22. Maximizing Time & Attention • Focus full attention on colleague. • Establish rapport through the following: • Physical alignment • Active listening • Approachable voice • Attending fully

  23. Maximizing Time & Attention Blocks to Understanding (“I” listening) • Personal Referencing • Personal Curiosity • Personal Certainty

  24. Learning-Focused Verbal Tools • Pause to provide a space for thinking. • Wait Time I • Wait Time II • Wait Time III

  25. Making Language Invitational • Approachable Voice • Credible Voice • Plural Forms • Exploratory Language • Positive Presuppositions

  26. Making Language Invitational Plural Forms What might be some of your solutions?

  27. Making Language Invitational Exploratory Language What are some of your hunches about why that may be so?

  28. Exploratory Language • the some • could might • is are • why what Change the language to make it more open!

  29. Making Language Invitational Positive Presupposition As you examine this student’s work, what are some of the details that you’re noticing? My students just can’t do this work!

  30. Paraphrasing • Principles of Paraphrasing • Attend fully. • Listen! • Capture the essence. • Reflect the essence. • Make paraphrase shorter. • Paraphrase before asking a question.

  31. Types of Paraphrasing Acknowledging and Clarifying • Identifies and calibrates content and • emotions • Communicates our desire to understand • Communicates our value for the person and what s/he is feeling

  32. Types of Paraphrasing Summarizing and Organizing • Offers themes and frameworks to shape the initiating statement • Helps to separate complex or jumbled issues • Hones in on key issues in a long stream of language

  33. Continuum of Interaction Scenarios - Practice • Triads analyze and role play. A = Colleague B = Coach C = Observer/recorder

  34. Summarizing 1 • Write one word that represents or • summarizes your learning about • coaching. • Write two sentences that explain why you chose that word.