Coach - University of Wisconsin–Milwaukee

Report
Milwaukee Public Schools:
How Coaching Conversations Around
Student Work have Improved Mathematics
National Council of Supervisors of Mathematics
April 15, 2013
Denver, Colorado
Astrid Fossum, MPS/GE Foundation Teacher Leader,
[email protected]
Cynthia Cuellar Rodriguez, District Math Leader,
[email protected]
Lee Ann Pruske, District Math Leader,
[email protected]
A little bit about MPS…
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175 schools
80,500 students
5,000 teachers
Largest school district in Wisconsin
83% low income
86% minority
20% special education
10% ELL
Session Goal
To increase student understanding and
improve instruction of mathematics,
we are learning to understand how
teacher leaders/coaches use student
assessments in coaching
conversations.
Outcomes
Knowledge
Skill
Transfer
(Implementation)
Presentation
of Theory
10%
5%
5-10%
Modeling
30%
20%
5-10%
Practice and
Low Risk
Feedback
60%
60%
10-20%
Coaching
Study Teams
Peer Visits
95%
95%
95%
Components
Beverly Joyce and Bruce Showers (2002) Student Achievement Through Staff Development
Leadership and Coaching Skills
2008-2009
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The PRIME Leadership Framework, Assessment
Principle, NCSM
Concerns Based Adoption Model, (CBAM)
2009-2010
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Leading in a Culture of Change, Michael Fullan
The PRIME Leadership Framework, Assessment
Principle, NCSM
Concerns Based Adoption Model, (CBAM)
Mentoring Matters, Lipton & Wellman
2010-2011
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The PRIME Leadership Framework, Equity Principle,
NCSM
Concerns Based Adoption Model, (CBAM)
Mentoring Matters, Lipton & Wellman
2011-2012
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Mentoring Matters, Lipton & Wellman
Taking the Lead, Killion & Harrison
2012-2013
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Learning Focused Supervision, Lipton & Wellman
Leadership/Assessment Goals
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To support ACM as they work with
colleagues to ensure high
expectations and access to
meaningful mathematics instruction
daily
To strengthen the ACM ability to
serve in a coaching capacity in order
to increase student achievement in
mathematics
Stances
“The ultimate aim of each of these stances and
their cumulative effect is to support continuous
learning on the part of the teachers and to
enhance their capacity to engage in productive
collegial relationships.”
(Lipton & Wellman)
The Continuum of Learning-focused Interaction
Supervisor
Specialist
Information, analysis, goal
CALIBRATING
Information, analysis, goals
CONSULTING
COLLABORATING
COACHING
Teacher
Invitational Inquiry:
Questioning and Paraphrasing
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With a partner,
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using the Invitational Inquiry handout,
practice creating probes to begin a
conversation.
Be sure to include an invitation, a
cognition, and a topic.
Share a project you are currently engaged
in.
Partner actively listens in order to
paraphrase.
Establishing the Third Point
Establishing the Third Point
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Primary intention of learning-focused
supervisors is mediating another
Coach
thinking by:
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Teacher
Establishing a focus for the conversation
Applying verbal and non-verbal toolkit to
stimulate thinking
Mediate thinking by asking open-ended
questions, providing data, facilitating
the acquisition of information, and
strengthening cause-effect relationships,
all the while moving teachers towards
increased confidence and self-reliance.
Third
point
Non-Verbal and Verbal Toolkit
Non-verbal
 Go visual-develop a
contextually appropriate third
point based on observable facts
and data
 Position body to establish the
three point frame for talking
 Keep you eyes on the third
point when referencing “the
data”
 Use frozen gesture to reference
the third point
 Use sytematic voice patterns
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Credible voice & Approachable
voice
Verbal
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Neutral pronouns
Plural forms
Exploratory language
Non-dichotomous
questions
Positive
presuppositions
Who Walked Farther
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4.NF.3a,d
Part One: On your own.
 Complete the two top sections of the
“Exploring Student Work” document.
Part Two: Work with a partner.
 Assign roles: coach and teacher
Coach: Ask an initial question about the goals
of the task.
Teacher: Respond to the question based on
your interpretation
Coach: Paraphrase the teacher’s response.
Exploring Student Work
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Take a few minutes to review the
student work samples.
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Look for
mathematical misconceptions
 Mathematical strengths/understanding
 Patterns between samples
 Differences between samples
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With your partner, engage in learningfocused conversation utilizing the
stems and continue questioning and
paraphrasing.
Planning for instructional change
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Continue in roles and determine
possible next steps as described on
the “Exploring Student Work”
handout.
Prime Leadership Framework
“A single mathematics
education leader can have an
incredible impact on the
development and
effectiveness of others.”
WKCE Mathematics Trends, Milwaukee Public Schools
Gr 3 +6.3
Gr 4 +11.9
Gr 5 +14.7
Gr 6 +16.8
Gr 7 +13.0
Gr 8 +8.6
Gr 10 -0.5
Percent of Students Proficient & Advanced, WKCE & WAA Combined, Milwaukee FAY.
WINSS (http://dpi.wi.gov/sig)
Reflections:
“Ultimately, leaders must ensure that
teacher actions translate from ‘all
students can learn’ to ‘each student
will achieve.’” (PRIME Framework)
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Based on knowledge gained from
this session, How might learningfocused conversations help achieve
goals of increased student
understanding?
Milwaukee Public Schools:
How Coaching Conversations Around
Student Work have Improved Mathematics
MPS Board of School Directors
Dr. Michael Bonds, President
Larry Miller, Vice President
Mark Sain, District 1
Jeff Spence, District 2
Annie Woodward, District 4
Dr. Peter Blewett, District 6
David Voeltner, District 7
Meagan Holman, District 8
Terrence Falk, At-Large
Senior Team
Dr. Gregory Thornton, Superintendent
Naomi Gubernick, Chief of Staff
Darienne Driver, Chief Innovation Officer
Tina Flood, Chief Academic Officer
Dr. Karen Jackson, Chief Human Resources Officer
Michelle Nate, Chief Operations Officer
Gerald Pace, Esq., Chief Financial Officer
Anita Pietrykowski, Chief School Administration Officer
Denise Callaway, Executive Dir., Community Engagement
Patricia Gill, Executive Director, Family Services
Sue Saller, Exec. Coord., Superintendent’s Initiatives

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