Coaching+Journey+Continues...

= = = = = NOTE: The responses to the dilemmas are posted as files (see the links) and are also posted as full text. To read comments from different regions of the province, click on the link //or// scroll down. = London March 23, 2010 **
 * Barrie March 22, 2010

**Sudbury March 25, 2010**

 * Ottawa March 29, 2010**


 * Milton April 1, 2010**

Thunder Bay May 31, June 1 2010
__The Coaching Journey Continues Barrie March 22, 2010__
 * Issues / Challenges and Strategies / Solutions **

§ Building trusting relationships to enable learning § Support – not pressure; Guide not tell § Help to clarify directions and identify a focus § Open up new ideas / thinking about teaching math / content knowledge for teaching § Help to focus teaching on improving student learning § Move teachers / department beyond their comfort zone § Facilitate / mediate communication and goal setting between administration and department or teachers § Bringing awareness re: continuum of learning to support DI based on readiness § Importance of assessment for learning § Assist teachers in moderating student work samples § Recommend resources / places (internet) to go for resources § Networking (e.g., all grade 5 teachers participate) 4 sessions – bring back student work to discuss § Professional collaboration site visits (whole divisions / grades) § Coaching becomes something positive § Facilitated co-teaching, one-on-one § Time (curriculum) – clustering of expectations § Time away from class (no solutions suggested) § Act as an observer in the classroom, to interact with students, gaining insights to discussions with teachers § Establish relationships § Build strengths within teacher’s existing plan § Target areas that teachers identify as challenging § Frame initial support around school initiatives / goals § CIL-M model collaboration co-plan, co-teach, co-debrief § Build on the strength of teachers within schools / department (often one person start there) § Use video for artefacts of co-teaching cycles – sharing with colleagues within school boards – breaks down barriers and teachers say, “Oh I can try that.” § Planning time – dependent on administrator’s point of view and action s/he takes · If required, take time at the end of session · Local decisions (by admin) – pay back time · “volunteer” vs mandating attendance · flexibility – work with teacher schedules § Clear expectations from the administrators to reduce problems / issues with teacher professional learning that is offered
 * 1. What is/should be the “Role” of the coach? **
 * 2. “I don’t have time / need to be coached.” **
 * 3. Federation / Union Issues **

§ Let them share with is working for them § Model lesson and then reflect – partnership § Work with teachers who want to move forward § Administrations needs to be supportive and help foster an environment that seeks change § Allow teachers choice – go in the direction that interests them or they have questions about § Support of admin re: dealing with parents’ concerns re math math education § Professional learning for admin related to math coaching, math strategies
 * 4. ** **“What about starting with a department or group that is “stuck””?**

§ Provide more access to technology
== § Every block students should engage in 3-part lesson – should fit into 60 min (Activating 10 min, During 20 min, Consolidation 30 min) § SITM $$ needs to be used for numeracy initiatives as well as literacy ==

__**T**he Coaching Journey Continues London March 23, 2010__ **Issues / Challenges and Strategies / Solutions** ** 1. Department/division/school “stuck”: **
** 2. “I don’t want to leave my class” **
 * Find a connection in the school to get your foot in the door.
 * Start with resources (light and easy)
 * Gifts, e.g. manipulatives
 * Find willing teacher
 * Engagement guage (survey)
 * Find //hook// to get in, infuse //new// ideas
 * Focus on data, share is is making it good
 * Get principal on board
 * Focus on student achievement rather than teacher improvement
 * Partners (for consistency), team teaching
 * Change culture – school day, use of shortened periods, use of funds – supply teacher, overtime pay
 * Training for OTS (math)
 * Give teachers choice of OT
 * Don’t pull the same teachers for all initiatives (small board)
 * Demonstration classrooms

** 3. “I have no time/ need to be coached” ** ** 4. Federation/Union issues **
 * Start with the willing
 * Be patient, build relationships
 * Bring resources
 * Celebrate strengths
 * Start small, with someone you know
 * Pair teachers
 * Modeled classroom (see engagement of students)
 * Focus on student
 * Experts in Grade 9 applied
 * Administrator knowledge of look fors (with coaches)
 * Using PLCycle, which involves teacher moderation of student work
 * Migration 1-1 elementary and secondary (cross panel)
 * Respectful of teacher’s workload
 * Communication – purpose, role
 * “Working together”
 * Level of comfort – not evaluative
 * Federation in on planning of coaching
 * Focus on students (take it off teachers)

**5. Math is not a priority on Board Improvement Plan (takes a “back seat”)**
 * Be patient
 * Money, resources, documents
 * “right’ teachers in the classes
 * Balance needs to be created
 * Administrators must be on board


 * Money, resources, documents
 * “right’ teachers in the classes
 * Balance needs to be created
 * Administrators must be on board
 * Lobby LNS to make math a priority – they need to ask boards for evidence that math support exists
 * Rotating focus for SIPs year to year

** Funding for teacher release **


 * Principal buy-in, realize its money well spent
 * Student success pot
 * Build in to funding model for coaches
 * Board needs to focus on math – priority
 * Build PLC time into schedule (month) mandated with grade team for planning (coverage etc.)
 * Pull coaches/teacher for ½ days not full days, engaged students
 * Math think tank to build relationships
 * Meet after school for 60-90 minutes, provide food, cheaper than release time

__**T**he Coaching Journey Continues Ottawa March 29, 2010__
 * Issues / Challenges and Strategies / Solutions **
 * What about resistance (time, need) **
 * Reconsider model to free teacher for planning
 * Has to result in “valuable” resources
 * Idea of coaching needs to be foster by all: admin, board reps, etc., see leadership framework in instructional leader
 * Board improvement plan to include these initiatives (to motivate need)
 * All inclusive, idea of universality,
 * Explain really well how it works
 * Share in co teaching/planning
 * Build relationship, have to be non threatening and non judgmental,
 * Not there to evaluate
 * In order to facilitate change, teachers need to see action/evidence
 * As more people become involved, more teachers want to be involved
 * Electronic sharing to all teachers
 * Celebrating work dons to all staff
 * Admin creating a purpose
 * Start with one key person (possibly a dept. head) to model learning


 * Role of Coach **
 * Support and Facilitating
 * Co plan and teach
 * Questioning
 * Incremental improvement
 * Encourage
 * Build relationships and Build capacity
 * Alignment, curriculum consistency
 * Listening and validating needs, on going learning
 * Connecting peers to peers and resources
 * Long term – don’t end funding
 * Need time for us to see positives as a result of coaching
 * Instructional leaders
 * Start where they are
 * Has to be a choice
 * Teachers are excited about the math and willingness to try new things


 * How to ensure coach has enough time to self reflect and learn **
 * Make use of travel time
 * Schedule time into day/week for this purpose
 * Use chat line
 * Do not expect to be an expert in everything, ongoing learning for all parties
 * Let admin know role of coach (should come from superintendents)
 * Make an impact
 * Positive work with teams of admin/coaches/teachers at targeted schools with regards to goal setting about expectations and work of coaches


 * Advocacy to retain and get coaches **
 * Math fair for school coaches to share initiatives
 * Improve continuity year to year of same coach (imporves learning curve)
 * Integrate funding with student success
 * Motivated by data – see success J
 * Support in adult learning
 * Ministry money support continuum to see long term results


 * Sharing/collaborating over distance **
 * Plan to meet in one location
 * Do an overnight and visit two schools
 * Digital connecting (teleconference, Adobe Connect)
 * Google doman (free video chat) built in web cams on laptop
 * Work within family of schools
 * Numeracy networks that are grassroots up
 * Admin support – instructional leadership
 * Four locations for PD days (teach choice) take bus
 * Monthly professional learning sessions with coaches have been enriching for coaches and consultants


 * “Stuck” school/dept. **
 * Intermediate elementary support
 * Raise awareness
 * Presenting data
 * Changing beliefs
 * Get principal on board
 * Need to give some level of choice, ability to choose what they want to do \coach not coming in as fixer
 * Teachers get to define role of coach
 * Broad timeline (years, not months)
 * Focus on positives within department/school
 * Start where teachers are at
 * Marion Mall springboard
 * Funds available
 * Seeing that success is possible
 * Teachers willing to join PLCs


 * “Too many initiatives” **
 * Prioritize to gain depth/meaning
 * Aligning BIP – integration of initiatives
 * Identify long term goals, backward design, main thing
 * Filter


 * How to get Depth and Width **
 * Networks – schools, focused based on school needs
 * Data informed
 * All inclusive
 * LMS DVD network learning communities “school to school”
 * Bridging math Gap in Transitional years

__The Coaching Journey Continues Milton April 1, 2010__ **Issues / Challenges and Strategies / Solutions** § Work with teachers and admin in a classroom / school § NOT evaluative, NOT fetching info § Support and encouragement offered with resources or modeling the “new” curriculum expectations § Deliberate encouragement and support § Teacher initiated and directed § Job-embedded professional learning § Building relationships and trust § Help teachers move forward with new and strategic tools § Co-teaching (planning, implementing, debriefing) § Cheer leader § Building capacity by empowering new leaders § Collegial relationship developer § Being flexible – starting where the teachers are § Good listener § Open to teacher’s responses § Guide § Resource for teacher § Co-teacher § Demonstration teacher modeling lesson § Technology and manipulative coach § Must implement the boards high-yield strategies and the Board Improvement Plan § Build capacity and work yourself out of a job § Self-sustaining professional learning § Part of a “Team” to implement changes – to engage / empower all members of the Team § Present changes to the teachers in small manageable chunks § Unearth sunken treasures § Help teacher address / identify student learning gaps § Help teachers identify evidence based strategies to close the gap § Use classroom data to support teacher : instructional strategies § Improve student learning / achievement by supporting effective teacher practise § Comments regarding the title “coach” o Could be called empathetic co-teacher o Coach implies “an expert” is this what we want? o Should we change the name to give a more positive description of the role and create a better image § Point out the advantages – you can save them time and provide evidence of student need – observations § Build a relationship and work on it continuously § Start with the “goers” – they can give a positive report to staff and create internal motivation resulting in an invitation being offered to the coach § Involve the administrator so teachers see his/her commitment § Give open choices – e.g., ½ day, prep time, full day § Offer assistance for a technology approach to get into the classroom § Working smarter – more efficient use of time § NON-evaluative and NON-judgmental § Coaching for learning § Start where you” are § When instruction changes, learning changes § Arrange common planning time for teachers of the same course § Work with the willing § Plan in the workroom so others hear what is being done § Have admin offer coaching as a possibility to teachers after TPAS § Bring food § Use experienced teachers as resources § Use technology as a way in § Share the research! § Sell coaching to groups by offering mini-workshops and offer follow-up help for individuals § Invite them to a coaching session as observer §
 * 1. **** What is/should be the “Role” of the coach? **
 * 2. **** “I don’t have time / need to be coached.” **

§ Need admin support § Find the leader in the group to support the coach § Let the teachers talk when they are together – others need to hear about coaching from another teacher’s perspective § Educate admin, teachers, union reps, as to role of the coach – to improve student learning § Be flexible and offer choice when meeting and planning occur § Need clearer role definitions from the Provincial level – to be developed in conjunction with union reps § Get VP and P support § Need one general coaching model / framework as a foundation § Pay teachers for PD when outside school hours o Rather than pay for supply teachers o May help avoid initiative overload o Will alleviate problems with getting enough supply teachers § Work with unions when developing initiatives § Each branch of the Ministry needs to communicate to improve timelines… avoid demands of instantaneous need to use funds, time, implement initiatives etc.
 * 3. **** Making Math Count and promoting 60 min Numeracy learning blocks Federation / Union Issues **

4. “What about starting with a department or group that is “stuck””? § Find one person at a time to come on board § Find something they would like to work with e.g., CLIPS, CAS, SMART boards) § Find something that someone in the department is doing well and build on that  § Mixing schools with each other for professional learning and group subject teachers together  § Focus on students  § Provide incentive e.g., resources, EQAO test banks  § Choose the strongest resistor and get on side  § Start with new teachers  § Get the admin on board with school goals  § Examine school data to address “myths” (like our kids can’t do that)  § Involve department head  § Go with the movers – build a critical mass  § Listen to the nay-sayers  § Build relationships – fid common interests  § Bring in a technical hook  § Demonstrate some strategies that work  § Put the focus on the students and their successes  § TEAM approach  § Let data drive practises / professional learning  § Access provincial coaches to e a new voice § Network them and you

Thunder Bay May 31 / June 1, 2010 · Modeling good questioning (e.g., open and parallel tasks) · Co-teaching · Let them decide where to start · $$$ for release time · $$$ for manipulatives · differentiated professional learning for teachers at different stages · perhaps adapting a “business/corporate” model for hiring · schedule time regularly · be flexible · limit the number of people you work with · limit your commitments · coach student achievement teachers so they can branch out and coach in their own school · find lead teachers in each school and give them perks · hire more math coaches · the administrations need to show they have “buy in” · continue to coach the same courses rather than continuing to change courses/ grades · use backward design · fewer initiatives · reduce the initiatives being thrown at us   ·  time to learn with new resources · Work with the “willing” · “move” teachers slowly and carefully · build a culture of trust and support · there is a perception that teachers have equal workloads but not true · prep time · confidentiality / privacy · Support teachers to    o  improve student learning o implement new instructional methodologies · help teachers identify areas of need · identify classrooms where you can have an impact · develop demonstration classrooms · engage teachers in analyzing student work and identifying next steps · have teachers support other teachers · link with coaches in different boards · work with the Board Improvement Teams · Both the coach and the chair need to model outstanding practises and hard work · Set high expectations and have SMART goals · Create a culture that supports sharing · Financially support collaboration · NTIP – mentor new teachers in this culture · Build capacity – create more leaders · Regularly plan, co-teach, debrief together · What defiens a step forward and when it happens, celebrate it   ·  Make the admin accountable for the students’ success · Maintain a focus on student work and data · Be strategic with where you start and where you go   ·  Ask questions · Find a support system · Enroll in summer programs to start networking (NOEL conference) · Talk with other teachers · Look online for webcasts and videos · Prep with teaching partners · Engage in professional Learning that allows you to network with other teachers of same grade · Blog – public access to sharing · Not a critiques of teacher’s techniques · Training for coaches · Prep time issue · Awareness / understanding of coaches’ role · Work with willing participants · Be open-minded · Leaders need to respect teachers · Open door, welcoming · More teacher driven rather than board driven · Organized early to allow time to fit long-term plans · Need to be there to support teachers · Make opportunities for teachers to share · Pull teachers together · New resources should be made available to try
 * Issues / Challenges and Strategies / Solutions **
 * 1. ****  How can we best assist teachers to make Mathematics accessible to all students?  **
 * 2. ****  How do we find time for coaching?  **
 * 3. ****  Federation / Union Issues  **
 * 4. **  be sure teachers do not feel they are being evaluated
 * 5. ****  What is / should be the role of the coach?  **
 * 6. ****  How do we create a culture where Professional Learning is desired?  **
 * 7. ****  How do we sustain the gains made through coaching?  **
 * The following issues were discussed by teachers: **
 * 1. ****  I am ready to explore some other teaching strategies but need more support. What should I do?  **
 * 2. ****  Federation / Union Issues  **
 * 3. ****  What is / should be the role of the teacher leader?  **