Ask-A-Coach

**Ask-A-Coach-** **Connecting Coaches Part 2; April 29, 2009** This is a follow-up to the first series held April 1st and April 2nd, 2009. Join fellow coaches for a one hour session with experienced math coaches to discuss issues and challenges you face in your role as well as celebrate what's going well.

1. Debriefing a lesson observation- giving feedback to the teacher: ** Kyla: It is important when co-planning that a focus is identified (e.g. formative assessment, social engagement, 3 part lesson) Start by asking the teacher what went well, what they might change and why. Teacher should provide their own feedback and THEN the coach would comment on the focus area in their feedback. Ask additional probing questions such as: where would we go from here? Next steps? Peter: Try to be positive and focus on what went well, and maybe look for something that can be used as a focus Follow up Question from audience: What if a teacher asks directly "How did I do?" Kyla: Focus on the successes, then ask "are you talking about...student engagement.... or...?? Suggest that you go to those items and then respond to them. Try "What was your intent in...." Always be positive. Do not say "I would...." but rather, "What are some things we could try in the future" Peter: Agree to focus on the positive and successes. Try to work on self reflective angle "What went well, what might need improvement". Be clear the coach is there to support what the teacher wants to works on. Anne: Remember our role is not to evaluate - it is about student learning, so one probing question might be about how successful the students were in understanding the big idea of the lesson Peter: The secondary school culture is different. Elementary teachers are more open to receiving coaching. SS teachers are more used to continuing to do things the way they were taught. Find something to work with that would encourage "culture changing". Focusing on the Mathematical Processes may be an area of growth interest. Resources on the math processes can be found on the EduGAINS website at: http://www.edugains.ca/newsite/math/mathprocesses.htm. Consider having teachers reflect together on what changes might be useful to meet the needs of students who are not being successful; such as focusing on assessment for learning or on written communication. Kyla: I agree the culture/ environment is different. One strategy is to have SS teachers visit the elementary classroom (gr 7/8) to explore how the students are learning at the gr 7/8 classroom. Then focus the discussion is on what is being done to help students be successful. Another suggestion is to do a lesson study with gr 7/8/9 teachers together. The teachers look at a problem and anticipate the strategies they expect students will use, then teach the class and discuss the results. Important that SS teacher know your role and your purpose as a coach (not evaluative) and discuss what the teacher’s needs are. Never give up, be visible in building. Irene: SS teachers know their content, so try to find something they are curious about e.g. technology may be the hook. Kyla: Suggest that the coach go in and do an "activation activity" (approx 10 minutes at beginning of class, Minds On) then reflect on the effectiveness. Resources for this: TIPS, Marian Small's resources, Supersource, Games Kimberly: It took 2.5 months at 2 days/week and sharing of resources before they were ready to co-plan with me as a coach. Moving from rows to groups to rich tasks took this long, and now they are ready to do this "once a week" because "it takes so long". Now I need to suggest that more than 1 time a week is possible and won't be too time consuming. It has been worthwhile to take the time because it is beginning to "pay off". Kyla: #1: It takes time. Be visible and build relationships and trust. Talk about math, student learning, etc to build rapport. Planning together and offer to teach the lesson and "see how the kids respond". This takes the risk away from the classroom teacher. You may find out that everything isn't successful the first time. "Let's co plan and co teach" and then debrief and self reflect. Irene: Research says you change teacher belief by changing their practice. Peter: Recognizing the time aspect. Things might start out OK trying different things, then the teacher might draw back. However after some time goes by the teacher might come back and be supportive of the changes. Sometimes you don't feel like you're making a difference, but you are. Beth and John: Teachers buying into and getting excited about the 3 part lesson. Begin with modeling a lesson, then be there to support the teacher as they try the 3 part lesson, and they are excited about it. (gr 7/8) Kimberly: start with the continuum from TIPS so they reflect on previous expectations from strands as they taught over about 3 consecutive days. The teacher did not expect to see the students being able to understand the concepts but they did :) Sarah: Teachers in our board have liked Marian Small's resources (open questions, parallel tasks). The problem solving approach is beginning to be evident. John: Students may wonder why you are in their classroom. Best to tell students you are there because you are interested in how students learn math. Students are receptive and positive to this. Kimberly: working in the SS, therefore to develop the relationship and foundation to coach effectively has been a hurdle. Sarah: Finding the time.   Sarah: Anytime that teachers can talk with other teachers about their practice is time well spent. Also, any step is a positive. Stay there...teachers will begin to change their practice. Kyla: Don't be afraid to share your experiences even if you are a beginning coach. Continue to remind yourselves that what you are doing is a good thing. Peter: We are at the beginning stages of developing a culture of collaboration. Be open and friendly as you examine practice together. Changes may be slow but eventually the gains will be made. Be patient.
 * The following issues were discussed at the Ask-A-Coach session Apr. 29, 2009
 * 2. Bringing coaching into high school** **classrooms**. **Literacy coaches have been involved at the elementary level and have been well received.**
 * 3. How do you help teachers shift their practice? i.e. how to get teachers to do things differently from how they were taught and different from how they've been teaching so far. **
 * 4. What are your successes? **
 * 5. What are your challenges? **
 * 6. Now that you've been coaching for 1-2 months, what would you do differently? Advice to new coaches. **

