Content-Focused Coaching

1. Content-Focused Coaching Transforming Mathematics Lessons Christian County Public Schools September 21, 2004 Presented by: Sherri Heise, HSE What do you think of when you hear the word coaching? Do you see yourselves as coaches? What role do you see yourself performing as a coach?What do you think of when you hear the word coaching? Do you see yourselves as coaches? What role do you see yourself performing as a coach?

2. Objectives To introduce the concept of content-focused coaching; To provide an understanding of the development of a collaborative professional development model of teacher efficiency; To become familiar with the content-focused coaching concepts and procedure; To look in a window and a mirror at content-focused coaching. An introduction to the development of content focused coaching, attributes of content focused coaching, and what are some general guidelines of content focused coaching � from this point referred to as simply coaching. Look at the concepts behind and procedure used to implement the concepts and strategies behind effective coaching. A guided look in the window of an actual in-classroom coaching session, with professional and personal reflection on the implication of the instructional design of the coaching session.An introduction to the development of content focused coaching, attributes of content focused coaching, and what are some general guidelines of content focused coaching � from this point referred to as simply coaching. Look at the concepts behind and procedure used to implement the concepts and strategies behind effective coaching. A guided look in the window of an actual in-classroom coaching session, with professional and personal reflection on the implication of the instructional design of the coaching session.

3. What did the research reveal? The impact and effectiveness of traditional professional development has increasingly been questioned by educators and researchers. Fullan, 1995 Huberman, 1995 Wilson and Berne, 1999 Today�s professional development presentation is a coaching model based upon five years of research with twenty coaches, sixty teachers leaders, and over 1,000 principals and teachers across a New York City district. The study was conducted by Lucy West co-creator for the Institute for Learning at the Learning Research and Development Center, University of Pittsburg, and Fritz C. Staub the original developer of Content-focused coaching and a a research associate at the Institute for Learning. I would ask that you view this presentation through the lens of inquiry, not as a critic of the techniques or strategies used. In order for you to gain insight into the development of professional learning communities West and Staub determined that there was a need to look at a professional development model to promote student learning and achievement by developing a collaborative model based upon the following research. To help guide you through the thinking process of developing the model, this is what the research of West and Staub revealed. The impact and effectiveness of traditional professional development has increasingly been questioned by educators and researchers. Today�s professional development presentation is a coaching model based upon five years of research with twenty coaches, sixty teachers leaders, and over 1,000 principals and teachers across a New York City district. The study was conducted by Lucy West co-creator for the Institute for Learning at the Learning Research and Development Center, University of Pittsburg, and Fritz C. Staub the original developer of Content-focused coaching and a a research associate at the Institute for Learning. I would ask that you view this presentation through the lens of inquiry, not as a critic of the techniques or strategies used. In order for you to gain insight into the development of professional learning communities West and Staub determined that there was a need to look at a professional development model to promote student learning and achievement by developing a collaborative model based upon the following research. To help guide you through the thinking process of developing the model, this is what the research of West and Staub revealed. The impact and effectiveness of traditional professional development has increasingly been questioned by educators and researchers.

4. What has changed? Efforts to introduce new teaching strategies are more successful if in-class coaching is part of the training. Joyce and Showers, 1995 Showers, Joyce, and Bennett, 1987

5. But? There is, however, no generally accepted coaching model: specific structures, scripts, and procedures vary greatly. Anderson and Snyder, 1993 Brand, 1989 Costa and Garmston, 1994 Sch�n, 1987

6. How do businesses promote growth? Coaching is especially popular in business, where the coach�s primary role is to facilitate reflection and growth. Coaches frequently know very little about the client�s business. Thomas, 1995 Whitmore, 1992

7. What does that have to do with education? Coaching in the teaching profession, which is designed to scale up teaching expertise, must be much more specific. Coaches themselves need to be excellent teachers in the same discipline as the teacher being coached, able to provide situation-specific assistance adapted to that teacher.

8. Content Focused Coaching Content-Focused Coaching is a professional development model designed to promote student learning and achievement by having a coach and a teacher work jointly in specific settings, guided by conceptual tools. Staub, West, and Miller, 1998 Staub, 1999 Staub, 2001

9. Content-Focused Coaching Content-Focused Coaching is related to apprenticeship, in which an apprentice is observed while carrying out a task and the master craftsman offers hints, provides support, gives feedback, models, gives reminders, and poses new tasks aimed at bettering performance. Collins, Brown, and Newman, 1989

10. Content Focused Coaching Content-Focused Coaching centers on students� learning in the lessons but is also about teachers learning from the process. Content-Focused Coaching zeroes in on the daily tasks of planning, teaching, and reflecting on lessons by suggesting a framework and tools for addressing standards, curriculum, principles of learning, and lesson design and assessment

11. Content-Focused Coaching provides structures for ongoing professional development, rather than a quick fix for ineffective or marginal teachers.

12. Content-Focused Coaching Structures Helps teachers design and implement lessons from which students will learn Content specific; teachers� plans, strategies, and methods are discussed in terms of students learning a particular subject Based on a set of core issues of learning and teaching Fosters professional habits of mind Creates an environment for sustained pedagogical improvement.

13. Enriches and refines teachers� pedagogical content knowledge Encourages teachers to communicate with each other about issues of teaching and learning in a focused and professional manner Content-Focused Coaching Structures

14. Content-Focused CoachingComponents Pre-lesson Conference Lesson Post-lesson Conference The three components of the coaching process is much like our KTIP program, yet there are fundamental differences in the approach. The outcomes is similar- teacher professional growth, enhanced student learning- but the methodology is different. The pre-conference focuses on lesson planning. The Lesson consist of three formats depending on the focus of the teachers growth. The coach teaches the lesson, the teacher teaches the lesson, the coach and teacher coteach the lesson. One fundamental difference in the observation part of content-focused coaching and KTIP is that the coach actually interjects based upon pre-lesson conference during the actual lesson. Such as clarifying student�s questions or reasoning. To model effective questioning techniques. During the post-conference the primary focus is on the lesson from the perspective of student learning. This is not evaluative nor critical of the teachers performance. The focus on student learning helps to avoid issues that may lead to criticism, dictating a certain methodology, etc. The three components of the coaching process is much like our KTIP program, yet there are fundamental differences in the approach. The outcomes is similar- teacher professional growth, enhanced student learning- but the methodology is different. The pre-conference focuses on lesson planning. The Lesson consist of three formats depending on the focus of the teachers growth. The coach teaches the lesson, the teacher teaches the lesson, the coach and teacher coteach the lesson. One fundamental difference in the observation part of content-focused coaching and KTIP is that the coach actually interjects based upon pre-lesson conference during the actual lesson. Such as clarifying student�s questions or reasoning. To model effective questioning techniques. During the post-conference the primary focus is on the lesson from the perspective of student learning. This is not evaluative nor critical of the teachers performance. The focus on student learning helps to avoid issues that may lead to criticism, dictating a certain methodology, etc.

15. Framework for Lesson Design The conceptual frame used in content-focused coaching reflects a profound change in the definition of teaching -- from teaching as mechanically implementing curriculum to teaching as mindfully making use of curriculum. Understanding and reflecting upon the What, How, and Why of a lesson is lead by your belief system of teaching and learning. Which brings out a question on how do you motivate change in a misconceived belief system? Through focusing on student learning.The conceptual frame used in content-focused coaching reflects a profound change in the definition of teaching -- from teaching as mechanically implementing curriculum to teaching as mindfully making use of curriculum. Understanding and reflecting upon the What, How, and Why of a lesson is lead by your belief system of teaching and learning. Which brings out a question on how do you motivate change in a misconceived belief system? Through focusing on student learning.

16. Guide to Core Issues in Mathematics Lesson Design The Guide to Core Issues in Mathematics Lesson Design was developed to enable coaches to have conversations with teachers on designing and reflecting on their lessons. These questions prompt the coach and teacher to address issues at the heart of instruction in content-specific ways. The questions are influenced by cognitive psychology � to analyze the content and think through and anticipate learning processes in content-specific terms. The following questions do not have to be used verbatim, but adapted to address the needs based upon your knowledge and relationship with the teacher.The Guide to Core Issues in Mathematics Lesson Design was developed to enable coaches to have conversations with teachers on designing and reflecting on their lessons. These questions prompt the coach and teacher to address issues at the heart of instruction in content-specific ways. The questions are influenced by cognitive psychology � to analyze the content and think through and anticipate learning processes in content-specific terms. The following questions do not have to be used verbatim, but adapted to address the needs based upon your knowledge and relationship with the teacher.

17. What are the goals and the overall plan of the lesson? What is your plan? Where in your plan would you like some assistance? (Based on the teacher�s response, the coach focuses on one or more of the following ideas.) (Based on the teacher�s response, the coach focuses on one or more of the following ideas.)

18. Guide to Core Issues in Mathematics Lesson Design What is the mathematics in this lesson? (i.e., make the lesson goals explicit) What is the specific mathematics goal of this lesson? What are the mathematics concepts? Are there specific strategies being developed? Explain. What skills (applications, practice) are being taught in this lesson? What tools are needed (e.g., calculators, rulers, protractors, manipulative)? What is the specific mathematics goal of this lesson? What are the mathematics concepts? Are there specific strategies being developed? Explain. What skills (applications, practice) are being taught in this lesson? What tools are needed (e.g., calculators, rulers, protractors, manipulative)?

19. Guide to Core Issues in Mathematics Lesson Design Where does this lesson fall in this unit and why? (i.e., clarify the relationship between the lesson, the curriculum, and the standards) Do any of these concepts and/or skills get addressed at other points in the unit? Which goal is your priority for this lesson? What does this lesson have to do with the concept you have identified as your primary goal? Which standards does this particular lesson address? Do any of these concepts and/or skills get addressed at other points in the unit? Which goal is your priority for this lesson? What does this lesson have to do with the concept you have identified as your primary goal? Which standards does this particular lesson address?

20. Guide to Core Issues in Mathematics Lesson Design What are students� prior knowledge and difficulties? What relevant concepts have already been explored with this class? What strategies does this lesson build on? What relevant contexts (money, for example) could you draw on in relation to this concept? What can you identify or predict students may find difficult or confusing or have misconceptions about? What ideas might students begin to express and what language might they use? What relevant concepts have already been explored with this class? What strategies does this lesson build on? What relevant contexts (money, for example) could you draw on in relation to this concept? What can you identify or predict students may find difficult or confusing or have misconceptions about? What ideas might students begin to express and what language might they use?

21. Guide to Core Issues in Mathematics Lesson Design How does the lesson help students reach the goals? (i.e., think through the implementation of the lesson) What grouping structure will you use and why? What opening questions do you have in mind? How do you plan to present the tasks or problems? What model, manipulative, or visual will you use? What activities will move students toward the stated goals? What grouping structure will you use and why? What opening questions do you have in mind? How do you plan to present the tasks or problems? What model, manipulative, or visual will you use? What activities will move students toward the stated goals?

22. Guide to Core Issues in Mathematics Lesson Design How does the lesson help students reach the goals? (i.e., think through the implementation of the lesson) In what ways will students make their mathematical thinking and understanding public? What will the students say or do that will demonstrate their learning? How will you ensure that students are talking with and listening to one another about important mathematics in an atmosphere of mutual respect? How will you ensure that the ideas being grappled with will be highlighted and clarified? In what ways will students make their mathematical thinking and understanding public? What will the students say or do that will demonstrate their learning? How will you ensure that students are talking with and listening to one another about important mathematics in an atmosphere of mutual respect? How will you ensure that the ideas being grappled with will be highlighted and clarified?

23. Guide to Core Issues in Mathematics Lesson Design How does the lesson help students reach the goals? (i.e., think through the implementation of the lesson) How do you plan to assist those students who you predict will have difficulties? What extensions or challenges will you provide for students who are ready for them? How much time do you predict will be needed for each part of the lesson? How do you plan to assist those students who you predict will have difficulties? What extensions or challenges will you provide for students who are ready for them? How much time do you predict will be needed for each part of the lesson?

24. Core Issues in Mathematics Lesson Design Lesson goals Lesson plan and design Students� relevant prior knowledge Relationship between the nature of the task and the activity on one hand and the lesson goals on the other hand

25. Core Issues in Mathematics Lesson Design Strategies for students to make public their thinking and understanding Evidence of students� understanding and learning Students� difficulties, confusions, and misconceptions Ways to encourage collaboration in an atmosphere of mutual respect Strategies to foster relevant student discussion

26. Goals Guiding the Work of the Coach Fostering student learning in the coached lesson. Supporting the professional development of the teachers. STUDENT LEARNING: The coach must help teachers, in practical ways, design and implement lessons that are conducive to student learning. The coach and teacher are jointly accountable for student learning. PRFESSIONAL DEVELOPMENT: Coaching must help teachers develop habits of mind in lesson design, learn to reflect on their teaching, and enrich and refine their pedagogical content knowledge. It must also help them become better at communicating with each other about issues of teaching and learning in a focused and professional manner. STUDENT LEARNING: The coach must help teachers, in practical ways, design and implement lessons that are conducive to student learning. The coach and teacher are jointly accountable for student learning. PRFESSIONAL DEVELOPMENT: Coaching must help teachers develop habits of mind in lesson design, learn to reflect on their teaching, and enrich and refine their pedagogical content knowledge. It must also help them become better at communicating with each other about issues of teaching and learning in a focused and professional manner.

27. Coaching Moves Moves that invite teacher contribution. Moves that provide direct assistance with lesson design Coaches need to check their own understanding by paraphrasing and summarizing what the teacher has said. These two aspects are accomplished through [click] Moves that invite teacher contribution: Statements or questions by the coach that initiate and invite the teacher to verbalize perceptions, thoughts, plans, deliberations, and arguments. These statements/questions can be very general � such as � Tell me about what is planned in your lesson today.� or very specific � Do you anticipate any confusion between the use of manipulative and the objective or your activity? AND [click] Moves that provide Direct assistance with lesson design: Statements by the coach that provide guidance and explanations for specific designs and ways of implementing a lesson. These statements/questions offer very specific suggestions. on lesson design. � I worried about the students understanding the relationship between area and perimeter using these color tiles if the students do not have an opportunity to make a symbolical representation of their discoveries.� These moves must be made based upon the understanding of the lesson and the teacher�s plan. There needs to be a balanced approach between these two moves. The global goal is to promote student learning. Therefore, the coaches must use their professional knowledge of instructional practices to provide a contribution to the professional growth of the teacher. In order to build capacity and sustain improvement, the coach must be able to phase out direct assistance,. Coaches need to check their own understanding by paraphrasing and summarizing what the teacher has said. These two aspects are accomplished through [click] Moves that invite teacher contribution: Statements or questions by the coach that initiate and invite the teacher to verbalize perceptions, thoughts, plans, deliberations, and arguments. These statements/questions can be very general � such as � Tell me about what is planned in your lesson today.� or very specific � Do you anticipate any confusion between the use of manipulative and the objective or your activity? AND [click] Moves that provide Direct assistance with lesson design: Statements by the coach that provide guidance and explanations for specific designs and ways of implementing a lesson. These statements/questions offer very specific suggestions. on lesson design. � I worried about the students understanding the relationship between area and perimeter using these color tiles if the students do not have an opportunity to make a symbolical representation of their discoveries.� These moves must be made based upon the understanding of the lesson and the teacher�s plan. There needs to be a balanced approach between these two moves. The global goal is to promote student learning. Therefore, the coaches must use their professional knowledge of instructional practices to provide a contribution to the professional growth of the teacher. In order to build capacity and sustain improvement, the coach must be able to phase out direct assistance,.

28. Conditions/Strategies for Fostering Professional Collegiality The coach does not formally evaluate the teacher The main focus is on what the teacher can do to assist the students� content-specific learning The coach is also a learner. It is deemed as a collaborative venture. Coach does not formally evaluate the teacher � the principal usually does. The main focus is on what the teacher can do to assist the student�s content specific learning, not on evaluation the specific teaching methods. If coaches view themselves also as the learner than a collaborative environment is established leading to a trusting relationship between coach and teacher. Coach does not formally evaluate the teacher � the principal usually does. The main focus is on what the teacher can do to assist the student�s content specific learning, not on evaluation the specific teaching methods. If coaches view themselves also as the learner than a collaborative environment is established leading to a trusting relationship between coach and teacher.

29. Working with Teachers Diagnosing teachers� needs Getting to know the teacher Observing the teacher before the coaching begins Conferencing and Lessons

30. Diagnosing Teachers� Needs Content knowledge and disposition toward mathematics Pedagogical knowledge and underlying beliefs about learning Pedagogical content knowledge Diagnosing children�s thinking and assessing prior knowledge Habits of planning and engagement with curriculum materials These are intertwined, some are glaringly obvious as a need or strength. Considering the teacher in these five areas helps to get a picture of what work that needs to be down. Content knowledge includes an understanding of the network of concepts that relate to specific content taught and the network is connected to the curriculum. Pedagogical knowledge and underlying beliefs about learning includes a math friendly, learning centered classroom environment, and instructional strategies that serve the needs of diverse learners. Coaches must be very aware of their own beliefs so as not to �dictate� to the teacher. For example a constructivist believes that students must question, discover, discuss math, the class is a learning community. While a directive teachers prefer students demonstrate thru practice, practice, practice. These views are in direct opposite of one another. Regardless of the approach classroom management is crucial because the key is guiding all student�s to proficiency. A coach must become aware of their own bias and beliefs about how learning must take place. Evidence of learning must be the guiding factor between all pedagogical discussions. Pedagogical content knowledge is the knowledge base specific to knowing how to break apart the big mathematical ideas, including age-appropriate, developmental appropriate task , when and how to use models, visuals, and explanations of the concepts. Teachers that understand the math but can�t get their students to understand the math tend to lack pedagogical content knowledge. Diagnosing children�s thinking and assessing prior knowledge, requires looking at student work and reflecting on student�s comments to identify misconceptions, partial knowledge, or confusion of the mathematical learning. Coaches and teachers need to work as collaborative partners in order to develop effective targeted interventions or remediation strategies. Establishing habits of planning and engagement with curriculum materials is crucial to rich lessons that engage students with the mathematical concepts. Using the guide to core issues in a mathematical lesson will provide some reflective thinking during the development of the lessons.These are intertwined, some are glaringly obvious as a need or strength. Considering the teacher in these five areas helps to get a picture of what work that needs to be down. Content knowledge includes an understanding of the network of concepts that relate to specific content taught and the network is connected to the curriculum. Pedagogical knowledge and underlying beliefs about learning includes a math friendly, learning centered classroom environment, and instructional strategies that serve the needs of diverse learners. Coaches must be very aware of their own beliefs so as not to �dictate� to the teacher. For example a constructivist believes that students must question, discover, discuss math, the class is a learning community. While a directive teachers prefer students demonstrate thru practice, practice, practice. These views are in direct opposite of one another. Regardless of the approach classroom management is crucial because the key is guiding all student�s to proficiency. A coach must become aware of their own bias and beliefs about how learning must take place. Evidence of learning must be the guiding factor between all pedagogical discussions. Pedagogical content knowledge is the knowledge base specific to knowing how to break apart the big mathematical ideas, including age-appropriate, developmental appropriate task , when and how to use models, visuals, and explanations of the concepts. Teachers that understand the math but can�t get their students to understand the math tend to lack pedagogical content knowledge. Diagnosing children�s thinking and assessing prior knowledge, requires looking at student work and reflecting on student�s comments to identify misconceptions, partial knowledge, or confusion of the mathematical learning. Coaches and teachers need to work as collaborative partners in order to develop effective targeted interventions or remediation strategies. Establishing habits of planning and engagement with curriculum materials is crucial to rich lessons that engage students with the mathematical concepts. Using the guide to core issues in a mathematical lesson will provide some reflective thinking during the development of the lessons.

31. Getting to Know the Teacher How long have you been teaching? What are your favorite subjects to teach? How often do you teach mathematics? What are your feelings towards mathematics? What�s your math history? Tell me about your students. The purpose of the first meeting is to establish a mutual agreement of how the coach and teacher will work together, define the boundary under which you will work, and develop an action plan that is agreeable to both partners. How long have you been teaching? Look for: Experience level equates different issues, Experience level of teacher to coach it must be explicit that they are there to collaborate � work together What are you favorite subjects to teach? If the teacher does not mention mathematics what does that tell you. [ may not feel confident, etc. � illicit responses ] How often do you teach mathematics? What grade level would this be appropriate to ask? [illicit responses] What are your feelings about mathematics? What does this answer tell us? [illicit responses] What�s your math history? A good back up question instead of what are your feelings about mathematics? Tell me about your students. Very important clue to the beliefs and feelings toward student�s learning. The purpose of the first meeting is to establish a mutual agreement of how the coach and teacher will work together, define the boundary under which you will work, and develop an action plan that is agreeable to both partners. How long have you been teaching? Look for: Experience level equates different issues, Experience level of teacher to coach it must be explicit that they are there to collaborate � work together What are you favorite subjects to teach? If the teacher does not mention mathematics what does that tell you. [ may not feel confident, etc. � illicit responses ] How often do you teach mathematics? What grade level would this be appropriate to ask? [illicit responses] What are your feelings about mathematics? What does this answer tell us? [illicit responses] What�s your math history? A good back up question instead of what are your feelings about mathematics? Tell me about your students. Very important clue to the beliefs and feelings toward student�s learning.

32. Getting to Know the Teacher Are there colleagues you enjoy working with? What kinds of work-related things do you do together? What are your goals as a learner? What are you curious about in relation to teaching and learning? Are the colleagues you enjoy working with? What kinds of work-related things do you do together? Keys to level of collegiality , relationships, possibilities of bringing in other teachers in order to meet one of the goals of building capacity. Be careful not to build an elitists environment, otherwise those not involvement will become alienated, therefore crushing the possibility of a professional learning community that will build capacity to sustained improvement. What are your goals as a learner? What are you curious about in relation to teaching and learning? Professional development, professional growth, begin to move the conversation to the specifics of the work, an indication of or lack of intrinsic motivation, reveal to what degree they are a reflective thinker. Are the colleagues you enjoy working with? What kinds of work-related things do you do together? Keys to level of collegiality , relationships, possibilities of bringing in other teachers in order to meet one of the goals of building capacity. Be careful not to build an elitists environment, otherwise those not involvement will become alienated, therefore crushing the possibility of a professional learning community that will build capacity to sustained improvement. What are your goals as a learner? What are you curious about in relation to teaching and learning? Professional development, professional growth, begin to move the conversation to the specifics of the work, an indication of or lack of intrinsic motivation, reveal to what degree they are a reflective thinker.

33. Getting to Know the TeacherPriority questions What specifically are you interested in working on together? What are your major mathematical content goals for your students this year? What aspects of the content do you feel confident teaching? Which aspects are you less secure about? These questions are crucial in development of a plan to work with the teacher. These must be asked if no other questions are asked. These questions really help to identify the needs of the teacher. In addition, the answers to these questions will begin your collaborative journey of building capacity in order to promote proficient mathematical learning for the student. If the teacher is unclear, the coach should be prepared to offer some suggestions � assessing student learning, questioning skills, implementation of curriculum material, specific content. Using the Guide to Core Issues in in Mathematics Lesson Design would also help facilitate and bring focus to this question. What specifically are you interested in working on together? What are your major mathematical content goals for your students this year? What aspects of the content do you feel confident teaching? Which aspects are you less secure about? These questions are crucial in development of a plan to work with the teacher. These must be asked if no other questions are asked. These questions really help to identify the needs of the teacher. In addition, the answers to these questions will begin your collaborative journey of building capacity in order to promote proficient mathematical learning for the student. If the teacher is unclear, the coach should be prepared to offer some suggestions � assessing student learning, questioning skills, implementation of curriculum material, specific content. Using the Guide to Core Issues in in Mathematics Lesson Design would also help facilitate and bring focus to this question. What specifically are you interested in working on together? What are your major mathematical content goals for your students this year? What aspects of the content do you feel confident teaching? Which aspects are you less secure about?

34. Observation �Look for� There is evidence that important mathematics is at the core of the lesson and that the teacher understands the content. Visuals/Models Clear summary Teacher response to student questions. There is evidence that important mathematics is at the core of the lesson and that the teacher understands the content. Visuals/Models Clear summary Teacher response to student questions. Can he/she tell the difference between superficial remarks? There is evidence that important mathematics is at the core of the lesson and that the teacher understands the content. Visuals/Models Clear summary Teacher response to student questions. Can he/she tell the difference between superficial remarks?

35. Observations �Look for� The interaction student to teacher and student to student is respectful, confident, and comfortable. Sharing of ideas Working together High level questions Reactions to incorrect answers The interaction student to teacher and student to student is respectful, confident, and comfortable. Sharing of ideas Working together High level questions Reactions to incorrect answers the teacher should probe for further thinking and students are respectful to diverse thinking.The interaction student to teacher and student to student is respectful, confident, and comfortable. Sharing of ideas Working together High level questions Reactions to incorrect answers the teacher should probe for further thinking and students are respectful to diverse thinking.

36. Observations �Look for� The teacher uses visual aids and models to concretely facilitate student understanding. Blackboard/Dry Erase Boards Overhead projector Multi-media The teacher uses visual aids and models to concretely facilitate student understanding. Blackboard/Dry Erase Boards � used for simultaneously viewing information � note taking � make a sketch of what was on the board in order to analysis for whether it helped or hindered understanding. Overhead projector use to demonstrate/model use of manipulative, encourages student participation and presentation of knowledge. Multi-media The teacher uses visual aids and models to concretely facilitate student understanding. Blackboard/Dry Erase Boards � used for simultaneously viewing information � note taking � make a sketch of what was on the board in order to analysis for whether it helped or hindered understanding. Overhead projector use to demonstrate/model use of manipulative, encourages student participation and presentation of knowledge. Multi-media

37. Observations �Look for� Student grouping is flexible and/or task are modified to meet student needs. Number of students in groups Selection of students in groups Level of challenge Student grouping is flexible or task are modified to meet student needs. Number of students in groups usually 3 � 5 per group Selection of students in groups dependent upon age and activity, pre-selection, randomness, ability based upon pre-assessment. Level of challenge Student grouping is flexible or task are modified to meet student needs. Number of students in groups usually 3 � 5 per group Selection of students in groups dependent upon age and activity, pre-selection, randomness, ability based upon pre-assessment. Level of challenge

38. Observations �Look for� Management style promotes a positive, productive learning community. Student reflection Student self-assessment Student input Management style promotes a positive, productive learning community. Student reflection Student self-assessment Student input Student �s will think, reason, and problem solve in math if they have the opportunity to think, reason and problem solve in their classroom community. Management style promotes a positive, productive learning community. Student reflection Student self-assessment Student input Student �s will think, reason, and problem solve in math if they have the opportunity to think, reason and problem solve in their classroom community.

39. Observations �Look for� The arrangement of the room and location of supplies assist in the promotion of learning. Flexibility of seating Neat and organized Mathematical tools/manipulative easy access Manipulatives identifiable The arrangement of the room and location of supplies assist in the promotion of learning. Flexibility of seating � room to move to small group, places for independent work Neat and organized � can you find the top of a table - Mathematical tools easy access � students can easily go to area for tools Manipulatives available Manipulatives identifiableThe arrangement of the room and location of supplies assist in the promotion of learning. Flexibility of seating � room to move to small group, places for independent work Neat and organized � can you find the top of a table - Mathematical tools easy access � students can easily go to area for tools Manipulatives available Manipulatives identifiable

40. Viewing the Pre-Lesson Before: Lesson Overview Review the Guide to Core Issues � choose your focus area. During: [Choose one core issue.] Which core issues were discussed? After: Compare your issues to those that were discussed. Share out at your tables. Summarize table group reflections The lesson is from the unit �Different Shapes, Equal Pieces� in the Investigations in Number, Data, and Space curriculum for elementary. The lesson �Combing Fractions in a Design� requires Geoboards and the students to cover the whole area by creating shapes that make up halves, fourths, and eighth, and combining them into wholes to develop their fraction sense. The lesson takes the concept from concrete shapes to numerical expressions � providing a rich environment for learning the relationship among common fractions.The lesson is from the unit �Different Shapes, Equal Pieces� in the Investigations in Number, Data, and Space curriculum for elementary. The lesson �Combing Fractions in a Design� requires Geoboards and the students to cover the whole area by creating shapes that make up halves, fourths, and eighth, and combining them into wholes to develop their fraction sense. The lesson takes the concept from concrete shapes to numerical expressions � providing a rich environment for learning the relationship among common fractions.

42. Viewing the Lesson Before: [Choose one area of focus.] Decide on a focus. (Continue jigsaw) During: Script what you see that relates to your focus. After: Take a few moments to reflect on your notes. Share out at your tables. Summarize table group observations.

44. Viewing the Post-conference Before: What issues might I bring out with the teacher? During: Which core issues were discussed? After: Compare your issues to those that were discussed. Share out at your tables. Summarize table group reflections

46. Next Steps How do you vision the implementation of content-focused coaching at your school? What further investigation is needed to implement content-focused coaching? What will be your role in implementing this model?

47. Content Focused - Coaching � Learning is a social activity; somehow we must create professional communities in which rigorous dialogues on teaching and learning are the norm. If improvement is going to take root, then everyone will eventually have to participate.� R. F. Elmore, 2001, Content-Focused Professional Development: An Issue of Policy and Practice in Large-School Reform�

48. Content Focused - Coaching � Little on the road to change is static and the journey of continuous improvement requires readjusting our sails time and time again.� M.G. Fullan, 1999, Chang Forces: The Sequel

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