The Pillars of Building Capacity
August 8 – 9 ,2013
Emmett Conrad High School
Ercleo “Earl” Esquejo Division 2
Betsy Urschel Division 4
Learning Objectives
•
CICs will be able to understand and apply four support functions.
•
CICs will articulate the importance of the four support functions.
•
CICs will understand how to effectively use the four support functions in
working with their teachers in order to improve student achievement.
Agenda
• Learning Objectives
• DISD Core Beliefs
Choose one of the core beliefs and explain how your role as CIC supports that core belief.
• TASK : Four Support Functions
a. Scenarios
b. It’s Your Turn
• Reflection and Feedback
Warm-Up
On the front of an index card, write your first and last name,
the names of your campus and your email address.
First Name Last Name
Campus
email@dallasisd.org
Notes/Comments on future PD or support you
would like.
Throughout this session, make note on the back of the index card, any
comments of future PD or support you might need/like from your
Academic Facilitators.
You will turn in your index card at the end of this session as an exit slip.
Dallas ISD Core Beliefs
1. Our main purpose is to improve student academic achievement.
2. Effective instruction makes the most difference in student academic
performance.
3. There is no excuse for poor quality instruction.
4. With our help, at risk students will achieve at the same rate as non-at risk
students.
5. Staff members must have a commitment to children and the pursuit of
excellence.
Airtight Activity
• Why coaching?
TASK : Four Support Functions
• First Turn, Last Turn
Reflection Question
• What compelling ideas did you hear/learn?
It’s your Turn…
Coach
• The CIC uses maps and tools to mediate the thinking of a teacher so
he/she becomes self-directed and allows the teacher to make choices
about the direction he/she wants to go.
Specialist
• The CIC offers his/her expertise to the teacher.
• The CIC signals his/her intention to consult verbally and nonverbally,
and chooses a strategy that will allow him/her to step out of
coaching, engage in consulting , then return to coaching
Analyst
• The CIC uses a set of standards to assess performance.
• Evaluation process is dictate by the organization
Collaborator
• The interaction is balanced and both the CIC and teacher are
contributing ideas.
Scenarios:
• Examples of scenarios where you can serve the role as specialist, coach,
analyst and collaborator in a campus.
1. Project Meeting about Math Night
2. Hosting UIL Meeting to increase student participation
3. The principal asked teachers to create a Math Bulletin Board for the
campus.
4. Teacher asked you to observe her classroom.
5. First year AC teacher struggling how to teach inequalities and quadratic
functions.
Scenarios (con’t)
6.Lesson planning with first year teacher and needs help how to write
lesson plans, unpack SE and how to use technology in the classroom.
7. Principal asked you to join “Spot observation” in Algebra classrooms and
she requested you to meet for calibrating the ratings afterwards.
8. Interim assessment discussion and data analysis
9. In Math PLC, the teachers were brainstorming ideas on how to get the
lowest performing students access to “wraparound” services.
Reflections
• As CIC, how will you effectively use the four support functions in
working with your teachers in order to improve student
achievement?