Session 1 Setting Coaching Goals

1. Session 1Setting Coaching Goals Focusing Our Attention klind11@comcast.net

2. I Know You Are Busy • At your tables, brainstorm a list of the activities that you engage in as a coach. • How many of these activities have you engaged in during the past two weeks? • How many teachers have you worked with, either in a group or individually in the past week? • If I asked your teachers what the most important target this year is, what would they say?

3. Visiting the Vision • Join me for a relaxing time… • Create the vision of the perfect classroom. • Writing about the vision… The Possibility

4. What is important? 1. More data do not lead to better predictions. We need sufficient data to guide our plans but in some cases we are data rich and information poor. Teachers need to dialogue and make meaning from their experiences and the knowledge they have within them.

5. What is important? 2. Everything influences everything else. The affective climate of the building and classroom influence what adults feel about their work as well as the academic results for students. Do the adults in your building see themselves as victims or as powerful partners in solution making?

6. What is important? 3. Tiny events create major disturbances. Many of your conversations with teachers plant seeds of thought that will influence teachers’ practice in subtle ways well into the future. Your influence will be present long after they even remember that is was you that gave them something to think about

7. What is important? 4. You don’t have to touch everyone in the system to make a difference There is a tipping point for faculties. When some of your teachers begin to make changes and those changes have positive impact on students, more teachers will join in the change. The school culture determines the behavior of its members; it is slow work to change the of beliefs and culture of a school.

8. What is important? 5. Both things and energy matter. You DO need books and bells, standards and assessments, so it is okay to spend some time in that arena. However, it is the culture of caring and commitment that will move minds and produce learning. ~ Robert Garmston, Adaptive Schools

9. What is Getting in the Way of the Vision? • On sticky notes, write at least 5 things that are stopping you from achieving your vision for learning. (one sticky note for each idea) • Place the sticky notes on the appropriate list.

10. Creating Your Coaching Goals • Use Setting My Course to start setting 2-3 goals that you will be focused on this semester. • Goals should be finite, clear, measurable and manageable and timely. • What do you want to be your legacy? • Are teachers and students doing things differently in the classroom? • Are those differences improving student learning? • Is your school learning from experience so they can be increasingly effective in response to changing needs?

11. Creating a Coaching Focus • Keep your coaching student focused. • Help teachers understand their own moves. If they did it right, have them name it and say why it worked. • Avoid topics of “losing” . Don’t ask questions that you don’t really want the answer to. • Your job is not to “make people better”. Good coaching partnerships are pairings of people who are fascinated by how people learn.

12. Coaching Heavy, Coaching Light • Use the jigsaw strategy to read the article. • Get into groups of 4. Read your assigned section. • Highlight one key sentence. Write down one question or thought your section prompted. • Share your sentence and tell why you chose it. • Share your question/insight.

13. Assessment Measures • How will you know if you have reached your goals? • What formative assessment will you do along the way? • How will you seek support for work on your goals?

14. The Lesson Plan • How will you structure your time to head toward success? • What is your plan for Thursday? How does it relate to your goals?

15. Coaching Case Study • Read the Case Study about Leslie. • In your group of 4, discuss how you would respond to Leslie. Refer to the 10 Coaching Moves article to aid you in planning how to have the learning focused conversation with her and plan how she might use the article to work with Rob.

16. StarFish • You matter to that one…

17. Session 2Creating Student Friendly Learning Targets Using State Standards in the Classroom klind11@comcast.net

18. 7 Strategies for Learning Three Essential Questions • Where Am I Going ? A. Provide a clear and understandable visions of the target B. Use examples and models of strong and weak work.

19. 7 Strategies for Learning Three Essential Questions 2. Where AM I now? A. Offer regular descriptive feedback B. Teach students to self-assess and set goals.

20. 7 Strategies for Learning Three Essential Questions • How Can I Close the Gap? A. Design Lesson to focus on one aspect of quality at a time B. Teach students focused revision. C. Engage students in self-reflection and let them keep track of and share their learning.

21. Introduction to the Document • Read the “pre-amble.” • Underline one sentence in each paragraph that is the most important idea in the paragraph. • Use a Last Word protocol to discuss.

22. Thinking about Slope • Look a the three slope worksheets. • Classify each as Procedural, Conceptual or Problem Solving. How do you know? • What kinds of learning do you see in the classrooms in your building(s)?

23. Deconstructing a Target • What would a student have to know or be able to do to indicate mastery of the target? • What background knowledge does that imply? • What implications come from mastering the target?

24. Planning a Unit of Study • Unit: Samples and Populations • Big Idea: Interpreting and analyzing data helps people to draw reasonable conclusions, make decisions and evaluate the reasonableness of conclusions made by others. • Objectives of the Unit: • Create data displays. (scatterplots, box and whisker plots, circle graphs, line graphs, stem and leaf plots, histograms) • Read and find data from data displays. • Draw conclusions and inferences from data displays. • Support those conclusions and inferences from the data display. • Distinguish between samples and populations. • Describe and compare ways of drawing a representative sample from a population. • Compare data sets using mean, median, mode, range and interquartile range as an aid to analysis. • Calculate a trend line with a scatterplot to make predictions. • Evaluate the reasonableness of conclusions drawn by others.

25. Planning a Unit of Study • Student Outcomes: • 8.3A Summarize and compare data sets in terms of variability and measures of center. • 8.3B Select, construct and analyze data displays, including box-and-whisker plots, to compare two sets of data. • 8.3C Create a scatterplot for a two-variable data set, and, when appropriate, sketch and use a trend line to make predictions. • 8.3D Describe different methods of selecting statistical samples and analyze the strengths and weaknesses of each method. • 8.3E Determine whether conclusions of statistical studies reported in the media are reasonable. • 8.3F Determine probabilities for mutually exclusive, dependent and independent events for small sample spaces. • 8.3G Solve single-and multi-step problems using counting techniques and Venn diagrams and verify the solutions.

26. Planning a Unit of Study Student Learning Outcomes for 8.3 Unit: Samples and Populations Plan a Unit of Study for your school!

27. Connecting the Dots Learning Targets Standards Assessments Examples Lessons

28. How Are You Doing This Work? • Share at your table and agree upon one great idea. • Number off from 1 - ?? • One person will be chosen to be the rover.

29. Session 3Coaching Light Activities for the Classroom klind11@comcast.net

30. Grouping Strategies

31. Using Video Clips in the Classroom

32. There’s Plenty on YouTube!

33. It’s Easy to Get the Clips… • For You Tube… 1. Find the clip. • Copy the URL. • Open KeepVidhttp://keepvid.com/ • Paste in the URL • Save with get_vid.flv

34. It’s Easy to Get the Clips • For movie clips… • Download AoA DVD Ripper (about $35) • Follow the directions I will show you. • You should own the video, limit clip length, never do for a sales reason, think about what youa re showing to kids! Watch it a couple of times with a very critical eye.

35. It’s easy to Get the Clips • You may need an FLV player, Quick Time or other media viewer , but these are all free! • Good sources http://www.math.harvard.edu/~knill/mathmovies/ • http://mathbits.com/MathBits/MathMovies/ResourceList.htm complete with worksheets! • Have fun!

36. How do you get it here?

37. Games for Review and Fun! • Organize your selves into pairs. • Visit stations and play the games.

38. Closing the Lesson • 40 ways to Leave a Lesson • Thanks Ann Sipe!

39. Give One, Get One • Think of one good grouping strategy, • game or exit strategy that you know. • Take a sheet of paper around the room with you and talk to 10 other people. Tell them one idea and have them tell you one. Record it! • Move to a new person. You may tell them any idea on your sheet. You need 10!