Washington State
Math Coaches
March 9 & 10, 2009
SeaTac Doubletree Inn
Cathy Carroll, David Foster, Kristine Lindeblad
Welcome!
• Introductions
• Find your ESD cohorts: 101, 105, 112, 113, 114,
121, 123, 171, 189
Welcome
• Introduce yourselves –
• Tell one thing about your past, your present and
your future dreams!
• Choose a three word motto that
describes your coaching group.
Share the motto!
The Legacy Project
Purpose –
• To make a record of our learning for the past two
years to benefit the profession.
• To celebrate our learning, our impact and our
contributions to the world of mathematics
education.
• To celebrate our community and stay in touch
with other mathematical leaders.
The Legacy Project
Part 1
• Each ESD will create a page for a slide show.
The page should reflect the strengths and
accomplishments of math coaches in your ESD.
• What are you proud of?
• What have you learned?
• What impact have you made?
• What do you hope for?
The Legacy Project
Part 2
• A “yearbook page” – This is the story of your
coaching journey. It should include a picture of
you, your e-mail address and a brief description
of your work in the past two years. You can
include links to your school, documents you
have created, challenges you still face, pictures
of your teachers, students, school, office…
Our Days Together
• Large group work – we will rely on group
contributions with protocols and work within
the groups
• Cathy, David, Greta, Kyra, Kristine – and YOU!
• Please honor times and places…
Using Coaching Cases
Storytelling permeates the human experience. It
is found on street corners, in bars, in living
rooms, and on playgrounds; it exists wherever
people gather, be it around campfires or TV
sets. Stories set cultural norms, provide us with
heroes and demons, warn us of folly, and give
us reason to hope for better days. They are with
us from the day we are born until the moment
when we shuffle off this mortal coil. They make
us human. Not surprisingly, great teachers are
often great storytellers.
Using Coaching Cases
In its original form, case-based teaching relied on
cases that were largely self-contained stories
written and analyzed through the discussion
method in the classroom.
Two Cases…
1. A Coaching Case – Coaching Case Study 1
Circle your chairs. Read the story, highlight
things that seem important to you, write
questions and comments as you read.
Two Cases…
Coaching Case Study1 - the Protocol
1. Person whose birthday is closest to today is the
moderator.
2. Define the problem, list all of the facts.
3. Pose any questions that you have – no one
answers.
4. Brainstorm solutions – every solution counts.
5. Discuss solutions.
6. Avoid “war stories.”
Two Cases
• Discuss the process, What was the moderator
assigned to do? What was your role?
• What were the strengths and challenges of the
protocol?
Two Cases…
• What’s Pi?
• Spend a few minutes solving the introductory
problem.
• Read the story, highlight things that seem
important to you, write questions and comments
as you read.
Two Cases…
• Follow the protocol…
What is the real issue? How might the teacher
handle the situation?
How could you use this case with your teachers?
What strengths/challenges would you foresee?
Writing a Case Study
• Real World Scenario
• Open Ended Problem
• Required Output
• Supporting Documents
Give it a try!
Addresses
Send your powerpoint page: [email protected]
2010 Math Conference in Spokane
[email protected]
Learning Focused Conversations
Coaching is unlocking a person’s
potential to maximize their own
performance. It is helping them to
learn rather than teaching them.
Whitmore (1996)
Contexts for Learning Focused
Conversations
•
•
•
•
•
•
•
•
Observation meetings
Team meetings
One-on-one classroom coaching
Working with school administrators
Content-focused coaching
Instructional coaching
Mentoring
Other . . .
The degree to which I create
relationships which facilitate the
growth of others as separate
persons is a measure of the growth
I have achieved in myself.
Carl Rogers
21
A Continuum of
Learning-Focused Interaction
(I)
(We)
(You)
Continuum of Interaction
Maintain flexibility in stance
Clarify the question, issue.
Determine the problem.
Avoid immediate advice giving.
Slide across the Continuum as
the context requires.
Maximizing Time & Attention
Focus full attention on colleague.
Establish rapport through the following:
Physical alignment
Active listening
Approachable voice
Attending fully
Maximizing Time & Attention
Blocks to Understanding (“I” listening)
Personal Referencing
Personal Curiosity
Personal Certainty
Learning-Focused Verbal Tools
Pause to provide a space for thinking.
Wait Time I
Wait Time II
Wait Time III
Making Language Invitational
Approachable Voice
Credible Voice
Plural Forms
Exploratory Language
Positive Presuppositions
Making Language Invitational Plural
Forms
What might be some of your solutions?
Making Language Invitational Exploratory
Language
What are some of your hunches
about why that may be so?
Exploratory Language
Change the language to make it more open!
the
some
could
might
is
are
why
what
Making Language Invitational Positive
Presupposition
My students just
can’t do this work!
As you examine
this student’s
work, what are
some of the
details that
you’re noticing?
Paraphrasing
Principles of Paraphrasing
 Attend fully.
 Listen!
 Capture the essence.
 Reflect the essence.
 Make paraphrase shorter.
 Paraphrase before asking a
question.
Types of Paraphrasing
Acknowledging and Clarifying



Identifies and calibrates content and
emotions
Communicates our desire to understand
Communicates our value for
the person and what s/he is feeling
Types of Paraphrasing
Summarizing and Organizing
Offers themes and frameworks to
shape the initiating statement
 Helps
to separate complex or jumbled
issues
 Hones
in on key issues in a long
stream of language
Continuum of Interaction
Scenarios - Practice
Triads analyze and role play.
A = Colleague
B = Coach
C = Observer/recorder
Summarizing 1
Write one word that represents or
summarizes your learning about
coaching.
Write two sentences that explain why
you chose that word.