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Please sign in!
Then select a piece of colored cardstock.
Create a table tent by folding the cardstock in half.
Write your first name and school location on both the
front and back in large letters.
Then begin to complete the “Coaching Skills Inventory”
ID Code is 060214 _ _ _
Please randomly select the last three numbers.
Record your code in your “Mathematics Coaches
Handbook”
• Your name
• School location
• Number of years as a mathematics
coach
• Share and answer the question on
your tasking chip
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Engage in active listening
Respect the opinions of others
Everyone participates actively
Limit sidebar conversations
Silence all cell phones
Please refrain from excessive texting
Be mindful that school is in session and we
are guests today!
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Restrooms
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Breaks
Expectations of District
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Encourage teachers and
instructional coaches with a record
of increasing learning gains to
apply at lower performing schools.
Expectations of School
• Update SIP/Problem
Solving/Action Plan each year
• Implement a MTSS
• Progress Monitoring
• Implement a Multi-Tiered System of
• Leadership team monitor’s
Support (MTSS)
coaches log of activities
• Provide coaches to develop
• Develop and implement
and model effective lessons,
lead lesson study, analyze data
focus calendars, focus
and provide PD on FS
lessons, pacing guides, and
• Promote continuous use of
a schedule for progress
data systems, progress
monitoring data collection
monitoring and problem
and analysis
solving.
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Continue to define the role of an effective
mathematics coach
Engage in on-going reflective practice and
collaborative discussions regarding effective
research-based coaching and teaching strategies
Develop an action plan for the 2014-2015 school
year
◦ First steps
◦ PGP focus
You will have one minute to jot down
characteristics of an effective math coach on
the post-it notes provided. Please write only
one characteristic per post-it note.
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You will notice a colored sticky dot attached
to your agenda
Please form small groups according to your
colored dot
Quickly introduce yourself, sharing why you
became a math coach
Finally share your characteristics “Round
Robin”
You will have five minutes
Mathematics Coaches’ Knowledge Domains
Mathematical
Content
Knowledge
Pedagogical
Content
Knowledge
Coaching
Knowledge,
Skills and
Strategies
Knowledge of
Professional
Development, or
Teacher Learning
What lessons can be learned from the research on Mathematics Coaches?
Personal and Professional
Growth and Development
COACHING
Contact Information:
Email: emc@math.montana.edu
Web: www.math.montana.edu/~emc/
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The Coaching Model
◦ Planning
◦ Observing, modeling or co-teaching
◦ Debriefing
Some research to ponder as we begin our work….
1.
2.
3.
4.
Beliefs about Teaching & Learning (page 11)
Beliefs about Curriculum (page 72)
Beliefs about Assessment (pages 91-92, & 95)
Building Procedural Fluency (page42-43)
Fractions
3rd
4th
5th
6th
10
10
22
18
State
6
7
13
10
Brevard
6
7
14
12
Possible
“Teaching mathematics requires
knowledge of mathematical content and
developmentally appropriate pedagogical
knowledge to provide students with experiences
that help them learn mathematics with
understanding, while they reason about and make
sense of the ideas they encounter.”
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Skim the “Table of Contents”
Read the “Preface”
Try a few of the tasks pgs.132-144
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Continue to define the role of an effective
mathematics coach
Engage in on-going reflective practice and
collaborative discussions regarding effective
research-based coaching/teaching strategies
Develop an action plan for the 2014-2015 school
year
◦ First steps
◦ PGP focus
 Our
next institute
Date:
Location:
Topics:
Presenters:
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What goals would you like to set for
yourself? (PGP, first steps)
How can you become a more effective
coach? What area do you want to focus
on?
How do you plan to use the resources
shared?
Do you have a clearly defined roll?