Principal Leadership in the Common Core Coaching Conversations

1. Principal Leadership in the Common Core Coaching Conversations Rebecca L. Stinson, MEd & Robin Fogarty, PhD

2. Wi-FiSSID: Meeting-Cosmopolitan PIN: CEL2013 Presentation Materials www.ascd.org/mydownloads Login: CEL3Password: materials. .

3. Room OvercrowdingMeeting rooms that fill to capacity will be restricted. In compliance with fire regulations, Standing Room is Not An Option. Please find a seat or find another session to attend. All Friday and Saturday morning sessions will be repeated in the afternoon. Thank You!

4. How do we coach teachers to improve their practice to produce students who think?

5. I choose “C” Video

6. The Three Musketeers

7. The Three Musketeers Partner 1 Agree or Disagree: There is little truth in this depiction. Justify.

8. The Three Musketeers Partner 2 Agree or Disagree: With #1. Justify

9. The Three Musketeers Partner 3 Determine one thing we could do differently.

10. How do you have constructive conversations that move teachers along their professional journey?

11. #1 Goal Setting Form #4 Coaching Conversation Form #3 Peer Observation Form #2 Learning Walk Form

12. Our School Mrs. Waddles Mr. Hopper Mrs. Flier Ms. High Stepper

13. Mrs. Waddles has a 3rd grade classroom. She always produced good results and planned great activities for her students. The school wide literacy strategy this year is text dependent questions. How do we improve Mrs. Waddles’ practice to produce students who think?

14. Meet Mrs. Waddles

15. Align Lesson to CCSS Coaching and Feedback Walk in Talk it out Invite Me Back COACHING CONVERSATION Peer Conversations

16. School Leader’s Guide to Coaching & Feedback Flip Book Walk in, Talk it Out! Align Lessons to CCSS Coaching Feedback Invite Me Back Peer Conversations

17. Feedback Is difficult because... Back of Flip Book

18. Principle 1 Walk In! Talk it Out!

19. School Leader’s Guide to Coaching & Feedback Flip Book Walk in, Talk it Out! Align Lessons to CCSS Coaching Feedback Invite Me Back Peer Conversations

20. Teach the Process • as Content • Think About… • Rich content, relevant thinking • Rigorous performance • Who’s doing the talking • Level of student responses • Student behaviors Walk in, Talk it Out!

21. Principle 2 Align Lesson to CCSS

22. Know the CCSS Embrace Appendix A, B Think About: • Instruction -aligned & inspired • Text complexity and range of texts • Units that go deep with inquiry • Big ideas themes • Differentiated lessons • Student-directed lessons Align Lessons- CCSS

23. Common Core Mastery App Standards AND Appendices A,B

24. Principle 3 Facilitate Coaching Conversations

25. ReflectionLeads to Correction Think About: • Awareness of learning goal • Task aligned to CCSS • Tasks appropriate level of complexity? • What students should be able to do? • Does the task require HOT? • How do kids know when successful? Coaching Conversations

26. Principle 4 Invite Me Back

27. Inspect What You Expect Think About: • Student work samples • Developing two-way talk • Exchanging ideas with teacher • Fostering student-centered inquiry • Invitation to see lesson ideas unfold Invite Me Back

28. Principle 5 Have Data-Informed Peer Conversations

29. Staff Development From the Inside Out Think About: • Providing time for peer collaboration • Continuing data conversations • Focusing on what students are learning • Facilitating data dialogues • What? So What? Now What? • Providing insight on best practices Peer Conversations

30. School Leader’s Guide to Coaching & Feedback Walk in, Talk it Out! Align Lessons to CCSS Coaching Feedback Invite Me Back Peer Conversations

31. Remember Mrs. Waddles?How would you coach her?

32. Three Phase Model • Talk-Through-I Do Modeling and Talk Aloud • Walk-Through-We Do Guided Classroom Practice Drive-Through-You Do Independent Student Performance

33. TEACHERRESPONSIBILITY Purpose and Modeling “I do it” • Observes and questions • Participates in learning and reflections • Demonstrate new strategies and skills • Establishes purpose for learning today and makes learning relevant • Models, scaffolds, and coaches Guided Instruction “We do it” • Uses questions, prompts, and cues to guide learning • Matches group members and tasks carefully • Applies new learning with guidance • Responds to questions, prompts, and cues “You do it together” Productive Group Work • Consolidates understanding through interactions with peers • Uses academic language and argumentation skills • Plans purposeful learning activities • Facilitates group interactions Independent Learning “You do it alone” • Creates engaging assignments • Assists as needed • Extends learning through synthesis and evaluation • Creates new understandings STUDENT RESPONSIBILITY

34. Mr. Coacher Conference I Do…….. Coach ing Form Observation Focus (aligned to CCSS) How is the lesson a part of a unit? What did the teacher want students to be able to do at the end of the lesson? Did the teacher create, develop, or enrich curious students by focusing on the process and not the answer? College Career Ready: Does the task require students to think and use information from the text? How do students know when they’re successful and can all learners succeed? Invite Me Back!-Agree upon a suggestion that is observable

35. Remember Mrs. Waddles?Invite Me Back…..

36. TTYPA… Giving constructive feedback is difficult because…

37. Gradual Release of Responsibility We Do Together…..

38. Mr. Hoppers’ 2nd graders love to come to school. His students love the energy in the classroom. To keep his students engaged he has developed mnemonic devices to encourage listening and explicit attention to text, illustrations, and talk. How do we improve Mr. Hopper’s practice to produce students who answer questions with information stated in the text as opposed to answering questions from only experiences.

39. Meet Mr. Hoppers

40. Mr. Coacher Conference AB Partners A-Coach Observation Focus (aligned to CCSS) B-Coach Observation Summary: I noticed that your lesson was…… It is evident that your lesson focused………. A-Coach Invite Me Back! Agree upon a suggestion that is observable

41. TTYPA-Review (Reflect upon the video and conversation) Giving constructive feedback is difficult because…….. Is there anything you would change?

42. Take Away Ideas What will you change? 1. One take away that you will incorporate immediately that will make a difference. 2. One long term take away you will work to develop that will make a difference.

43. Daylight Saving Time Reminder!Turn the clocks back one hour before you go to bed on Saturday, November 2. Daylight saving time officially ends at 2 a.m. on Sunday, November 3, 2013.

44. Scan this QR Code to evaluate your sessions or go to www.ascd.org/evaluations.

45. Principal Leadership in the Common Core: Coaching Conversations Rebecca L. Stinson rlstinson@cps.edu Robin Fogartyrobin@robinfogarty.com Robin Fogarty & Associates

46. Technology Tools “Wordle”

47. Insist on Results Padlet Aka / Wallwisher

48. Preview Safe Website QR Codes Need QR Readers App QR Generator Website

49. Rigorous Twitter 140 Characters