Institute participants will learn a set of grounding principles for any coaching situation and then will dive into either math or literacy with a leading expert in the field.
We will address three key coaching questions:
How do we best help teachers respond to the demands of higher standards?
How can we as coaches ensure that teachers develop the tools they need to implement rigorous, engaging, differentiated lessons?
How do we help teachers develop deep content knowledge themselves and explore their own beliefs about student learning in the content area?
• Work from an inquiry- and strengths-based stance as they support teachers.
• Identify teachers’ areas of strength in their instructional practices and planning.
• Examine the role of teachers’ beliefs about students and what it means to learn mathematics.
• Apply current mathematics research in order to transform teachers’ instruction and therefore student learning.
• Engage teachers in doing math to deepen their conceptual understanding.
• Facilitate planning processes to increase teachers’ ability to engage students in the Standards for Mathematical Practice.
• Texts: Are they compelling? Are they complex enough? Is there range in genre and form?
• Targets: Are they standards-based? Measurable? Understood by students?
• Tasks: Do they reflect the targets? Are they rigorous? Are they authentic?
• Tests: How are you assessing the learning? (Both formative and summative?) How are you analyzing student work?
• Instructional coaches
• Math coaches
• Literacy coaches
• Teacher leaders
• Joanna Michelson, project director at the Center for Educational Leadership
• Renee Gallagher, PK-12 mathematics coordinator at the Kent School District
• Maria Losee, literacy consultant