INSPIRING AND PREPARING ALL STUDENTS TO SUCCEED IN A GLOBAL SOCIETY Welcome New Support Provider Coaching for Induction I October 17, 2013 SAN JOSE UNIFIED SCHOOL DISTRICT
New SP coaching for induction 1 2013
Nov 28, 2014
October 17, 2013
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INSPIRING AND PREPARING ALL STUDENTS TO SUCCEED IN A GLOBAL SOCIETY
Welcome New Support Provider
Coaching for Induction IOctober 17, 2013
SAN JOSE UNIFIED SCHOOL DISTRICT
Meeting Goal
Build Support Provider mentoring skills to invite thinking in order to empower Participating Teachers to grow in their craft
What learning do you think your PT walked away with at the end of
your last session?
Stances for growth Language for growth
Learning focused relationships accelerate teacher growth
Mentoring Matters
In trios, all read introduction and:
• A-Offering Support
• B-Creating Challenge
• C-Facilitating Professional Vision
Triad read, share, whole group share of applications to your work as a mentor
“The most important function for mentors is to embrace a growth orientation,
understanding their work is to increase their colleagues effectiveness as a
professional problem solver and decision maker.”
- Laura Lipton, 2010
Calibrate Consult Collaborate Coach
The continuum of learning focused interactions describes and guides
conversations.
Information & Analysis
Video Processing Question
Partner A: What are you noticing on each stance of the continuum?
Partner B: Script questions that the mentor is asking.
Inspiring and Preparing ALL Students to Succeed in a Global Society
Learning focused stances coach to consult
Inspiring and Preparing ALL Students to Succeed in a Global Society
Learning Focused StancesMulti-Stance
Calibrate Consult Collaborate Coach
The continuum of learning focused interactions describes and guides
conversations.
Information & Analysis
COACH
• Supports the beginning teacher’s underlying thinking • Increases the beginning
teacher’s ability to plan• Allows the beginning teacher to
reflect on practice and make instructional decisions
Pronoun:
You
• Involves shared analysis, problem-solving, decision-making and reflection • Supports mutual learning, mutual
growth and mutual respect
COLLABORATEPronouns:
Us, Our, We
CONSULT
• provides the essential information and or resources to support learning for the beginning teacher
Pronoun:
I
CALIBRATE
• Articulates standards• Uses data to identify gaps
between expected standards and present results• Defines problems• Prescribing results
Pronoun:
It, They
Stances for growth Language for growth
Use mediational language to open thinking
“How do you think your students did?”
“What are some of your conclusions about your students’ learning on this formative assessment?”
Use mediational language to open thinking
“How do you think your students did?”
“What are some of your conclusions about your students’ learning on this formative assessment?”
Use mediational language to open thinking
“How do you think your students did?”
“What are some of your conclusions about your students’ learning on this formative assessment?”
Use mediational language to open thinking
“How do you think your students did?”
“What are some of your conclusions about your students’ learning on this formative assessment?”
Use mediational language to open thinking
“How do you think your students did?”
“As you analyze your student work, what are some of your conclusions about the structure of your lesson?”
Use mediational language to open thinking
“How do you think your students did?”
“As you analyze your student work, what are some of your conclusions about the structure of your lesson?”
Use mediational language to open thinking
“How do you think your students did?”
“As you analyze your student work, what are some of your conclusions about the structure of your lesson?”
Use mediational language to open thinking
“How do you think your students did?”
“As you analyze your student work, what are some of your conclusions about the structure of your lesson?”
Use mediational language to open thinking
InvitationHow might
What would
What are some
In what ways
How might you
As you
What seems
What are your
CognitionPredictRecallSelectDescribeSequenceCompare/contrastAnalyzePrioritizeSummarizeConcludeGeneralizeConnectApply
TopicStudent workAssessment resultsPerformance standardsObservationsConcerns Student behaviorLesson EventCurriculum Materials
Break
Stances for growth Language for growth
Use the Continuum of Teaching Practice
to promotes teacher growth
Think of a recent critical incident with your PT.
A. Describe critical incident (2 m)
B. Craft questions using stems (3 m)
C.1 Script questions C.2 Reflection (2m)
InvitationHow might
What would
What are some
In what ways
How might you
As you
What seems
What are your
CognitionPredictRecallSelectDescribeSequenceCompare/contrastAnalyzePrioritizeSummarizeConcludeGeneralizeConnectApply
TopicStudent workAssessment resultsPerformance standardsObservationsConcerns Student behaviorLesson EventCurriculum Materials
Use the Continuum of Teaching Practice
to promotes teacher growth
Think of a recent critical incident with your PT.
C. Describe critical incident (2 m)A. Craft questions using stems (3 m)B.1 Script questions B.2 Reflection (2m)
InvitationHow might
What would
What are some
In what ways
How might you
As you
What seems
What are your
CognitionPredictRecallSelectDescribeSequenceCompare/contrastAnalyzePrioritizeSummarizeConcludeGeneralizeConnectApply
TopicStudent workAssessment resultsPerformance standardsObservationsConcerns Student behaviorLesson EventCurriculum Materials
Use the Continuum of Teaching Practice
to promotes teacher growth
Think of a recent critical incident with your PT.
B. Describe critical incident (2 m)C. Craft questions using stems (3 m)A.1 Script questions A.2 Reflection (2m)
InvitationHow might
What would
What are some
In what ways
How might you
As you
What seems
What are your
CognitionPredictRecallSelectDescribeSequenceCompare/contrastAnalyzePrioritizeSummarizeConcludeGeneralizeConnectApply
TopicStudent workAssessment resultsPerformance standardsObservationsConcerns Student behaviorLesson EventCurriculum Materials
What are some things you noticed in each of the roles?
How did hearing the questions shift your understanding of the critical incident?
How can you use these strategies to empower your PT to grow in their craft?
•Crumple up paper into a snow ball•On the signal, begin throwing your snowballs!•At the second signal, stop & pick up two snowballs around you• Forming a group of 2 – 3 people, take turns sharing and discussing the snowball ideas with your group
Snowball Fight!
•Evaluations•Upcoming Trainings•Year 2 PTs with SP: October 21, 22, 24 •ECO & Year 1 SP: November 7*, 12*, December 2, 3, 4
Closure
InvitationHow might
What would
What are some
In what ways
How might you
As you
What seems
What are your
CognitionPredictRecallSelectDescribeSequenceCompare/contrastAnalyzePrioritizeSummarizeConcludeGeneralizeConnectApply
TopicStudent workAssessment resultsPerformance standardsObservationsConcerns Student behaviorLesson EventCurriculum Materials
Calibrate Consult Collaborate Coach
The continuum of learning focused interactions describes and guides
conversations.
Information & Analysis
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