Professional Learning for HCPS Math Content Coaches August 4, 2011 Barbara Steverson, Presenter [email protected].

Professional Learningfor HCPS

Math Content Coaches

August 4, 2011

Barbara Steverson, [email protected]

Variables to Consider When Working with Teachers

• Career Stage of Teacher– Renewal – Withdrawal

“Teachers do not resist change so much as they resist

poorly designed change initiatives.”

Jim Knight

novice professional expert distinguished emeritusapprentice

Career Stages of the Teacher



Unfortunately, about 1/3 of all newly hired teachers leave the field within the first few years

• High energy and anticipation

• Feelings of self doubt

• Many love teaching/believe they have skills

• Believe all children will achieve at high levels

• idealistic

• Believe they have skills to motivate

• Open to new ideas

• Volunteer for committees/extracurricular

• Want to learn

• Willing to try new strategies



Anticipatory









professional

Exiting


Career Stages of the TeacherRenewal & Withdrawal

Generational Differences

Renewal or Withdrawal Cycle

• Acquire craft knowledge

• Internalize meaning obtained from reflection on skills/knowledge

• Acceptance of their responsibility for student learning

• Imagine how students will respond to different & new teaching methods

• Renewal involves– Reflection– Inquiry – Growth


• Withdrawal Levels– Initial– Persistent– Deep

Initial Level• May not know in withdrawal• Continues adequate teaching• Becomes quiet & isolated• Magic begins to fade• Follower not leader• Stops growing professionally• Moves to side or back in

meetings• Waits to be asked, doesn’t

volunteer



Persistent Level

• Negative feelings surface

• Critical of others

• Unresponsive

• Some become obstructive to ongoing school improvement



Deep Level• Professional growth has ceased

• Reflect-renew-growth process stops

• Becomes defensive & difficult

• No student should have to endure a teacher in deep withdrawal.

The Conferencing/Collaboration

CyclePre-Conference

Classroom Experience Observation

Modeling

Co-Teaching

Post-Conference

The Observation Cycle

• Pre observation conversation• Observation• Post observation conversation and reflections• Next steps -• Repeat the cycle

Pre-Observation

• Clarify goals and context for lesson

• Determine evidence of success (student)

• Discuss/refine teaching strategies

• Identify focus for data collection

Observation

• Collect specific data via agreed upon method

Post-Observation

• Summarize impressions of lesson

• Recall data to support impressions

• Analyze the observation data

• Synthesize data and decide next steps

• Reflect upon the process and propose refinements

Collegial Conversations

• Conversation Maps

• Peers in Action

Three Types of Paraphrasing

• Acknowledge/Clarity

• Summarize/Organize

• Shift Focus

Exploring 2 of the big 4 topics for coaches

• Behavior

• Content Knowledge

• Classroom Instruction

• Formative Assessment

Behavior Issues• Can be challenging for teachers

• Can cause physical exhaustion

• Sometimes the starting point for coaches

• Need to be addressed at the beginning of the year by teaching expectations

(Expectations should be crystal clear to students.)

Students should know -

• What is acceptable conversation?

• How they should ask for help?

• What they should be doing?

• What movement is permitted?

• How does appropriate participation look?

Behavior Issues to Watch

• Ratio of interactions

• Disruptions- Corrective comments

• Time on task

• Opportunities to respond

Suggested Resources forClassroom

ManagementTools for Teaching

Fred Jones

Safe and Civil Schools

Randy Sprick

WinWin Discipline

Spencer Kagan

Professional Learning for HCPS Math Content Coaches August 4, 2011 Barbara Steverson, Presenter [email protected].

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