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Administrator Showcase, Fall 2010

1. Pre-Conference. 2. Focused Classroom Observation w/ Data Collection. The Coaching Cycle : Interactive Online PD for K-8 Mathematics Coaches. 3. Data Analysis. 4. Post-Conference. Administrator Showcase, Fall 2010 . Loretta Heuer LHeuer@edc.org Education Development Center.

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Administrator Showcase, Fall 2010

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  1. 1. Pre-Conference 2. Focused Classroom Observation w/ Data Collection The Coaching Cycle: Interactive Online PD for K-8 Mathematics Coaches 3. Data Analysis 4. Post-Conference Administrator Showcase, Fall 2010 Loretta Heuer LHeuer@edc.org Education Development Center

  2. Showcase Agenda • Course’s Importance to Participants • Your role as Principal • What Participants Learn • What “Interactive” Means • What “A Coaching Cycle” is • What Participants Do during the Course • Time Requirements & Need for Administrative Support

  3. How Has The Coaching Cycle Been Important to Participants? • Math Content: I’m supporting math K through 8 ?? • “I taught 3rd grade for 25 years. But what about PreK-2 and 4-8?” • Coaching: an Adult Education Skill • Learned, Practiced, & Developed • Coaches in SmallDistricts: a Professional Community of Practice

  4. How is The Coaching Cycle Important for You, anAdministrator? • Administrators in Session # 1: • Coachescan’t do it without you • Quotes from EDC’s 500-principal research study: • I don’t think teachers take seriously anything that their principals don’t take seriously. • In order to change mathematics teaching the principal needs to articulate to their teachers even in indirect ways, “This is important. Here’s what I want to see in your classrooms.”

  5. Where’s the Beef ? (Math Content) • Areas of Struggle, Moving from PK to 8: • 1: Mathematical Knowledge for Teaching • 2: Addition, Subtraction, Equality • 3-4: Fractions; Fractions Again! • 5: Multiplication • 6: Algebraic Thinking & Algebra • 7: Data Display and Interpretation • 8: Area vs. Perimeter

  6. 1. Pre-Conference 2. Focused Classroom Observation w/ Data Collection Tools The Coaching Cycle: Interactive Online PD for K-8 Mathematics Coaches 3. Data Analysis 4. Post-Conference The Four Main Components

  7. What’s the Coaching Content? • 1 Building Rapport (Including Working w/You, the Principal or District Administrator) • 2 & 3: Pre-conference, Lens Questions • 4 & 5: Data Collection, Data Analysis • 6 & 7: Post-conference—Planning It, Engaging in It • 8: Next Steps Toward Change, Coaching Heavy vs. Coaching “Lite,” Equity Issues

  8. What Is a “Coaching Cycle”? (1) • The Pre-conference • The Math Content to be taught • The Teacher’s Teaching Goal • The Teacher’s Learning Goal for students • A Lens Question to focus the coach’s data collection, e.g.: • How did the teacher select students’ mathematical ideas and products to share with the whole group?  • Observation & Data Collection • Choosing a Data Collection Instrument • Test Driving an Instrument • Analyzing its Usefulness

  9. What Is a “Coaching Cycle”? (2) • Preparing for the Post-conference • Take Time to Analyze & Reflect on Your Data • Indicators, Clues, Trends, Connects & Disconnects • Craft Questions for the Post-Conference • How do I want this conversation to affect this teacher's learning and professional growth? • The Post-Conference: Next Steps by Next Time • Coaching Heavy vs. Coaching Lite • Maintaining Relationship but Pressing for Change • Praise, Advice, Criticism • Inquiry about: • Teacher Decision-Making • Students’ Mathematical Thinking • Collaborative Problem-Solving

  10. What Does “Interactive” Mean? • Six Types of Interactions. With: • The Course Material—at least 4 Articles/Videos + a “Do the Math” • Each other—at least 4 Discussion Board posts each session • Me—giving feedback on their weekly Reflection and postings • With Teachers—in a data collection activity and their Final Project • With You, their Principal! • With Themselves….as Reflective Practitioners

  11. What Does the Course “Look” Like?

  12. What Will a Participant Do In Each Session? • Each session features: • Math Articles/Videos, “Do the Math,” + Discussion Board Prompt • Coaching Articles/Videos + Discussion Board Prompt • Weekly Assignments, including a Personal Reflection • Optional Materials & “Building Your Professional Library” • Tech support

  13. What about Timing and Workload? • Sessions Begin on Friday & End the Following Thursday • Readings, Viewings & “Do the Math” over the Weekend • Post by Monday • Reply by Wednesday • Submit Reflection by Thursday • 3-Credit Course  13 Weeks  3 Hrs “Seat Time” + 4 Hours Readings, Observations, Written Reflection = 91 hours • 91 Hours ÷ 11 Weeks for the 8 Sessions = 8 Hours/Week

  14. Thank You! • For attending this Showcase in support of your coaches & being willing to experiment w/this online model of communication. • Questions? Contact at LHeuer@edc.org

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