Principal Leadership in the

Common Core Coaching

ConversationsRebecca L. Stinson, MEd &

Robin Fogarty, PhD

.

Presentation Materialswww.ascd.org/mydownloads

Login: CEL3Password: materials

.

Wi-FiSSID: Meeting-Cosmopolitan PIN: CEL2013

Room OvercrowdingMeeting rooms that fill to capacity will be restricted. In compliance with fire regulations, Standing Room is Not An Option. Please find a seat or find another session to attend. All Friday and Saturday morning sessions will be repeated in the afternoon.

Thank You!

How do we coach teachers to improve their practice to produce students who think?

I choose “C”Video

The Three Musketeers

Agree or Disagree: There is little truth in

thisdepiction. Justify.

Partner 1The Three Musketeers

Agree or Disagree:

With #1. Justify

Partner 2The Three Musketeers

The Three Musketeers

Determine one thing we could do differently.

Partner 3

How do you have constructive conversations that move teachers along their professional journey?

School Wide Instructional

Goal

Professional Development,

Journal Readings, Videos

PLC/ILT WorkPeer Observations

Coaching Conversations

#1 Goal Setting Form

#2 Learning Walk Form

#3 Peer Observation Form

#4 Coaching Conversation Form

Our SchoolMrs. Waddles

Mr. Hopper

Mrs. Flier

Ms. High Stepper

Mrs. Waddles has a 3rd grade classroom. She always produced good results and planned great activities for her students. The school wide literacy strategy this year is text dependent questions.

How do we improve Mrs.

Waddles’ practice to produce

students who think?

Meet Mrs. Waddles

Coaching and Feedback

AlignLesson to

CCSS Walk in

Talk it out

COACHINGCONVERSATION

InviteMe Back

PeerConversations

Walk in, Talk it Out!

Align Lessons to CCSS

Coaching Feedback

Invite Me BackPeer

Conversations

School Leader’sGuide to

Coaching & Feedback FlipBook

Feedback Is difficult

because...BackofFlipBook

Principle 1Walk In!

Talk it Out!

Walk in, Talk it Out!

Align Lessons to CCSS

Coaching Feedback

Invite Me BackPeer

Conversations

School Leader’sGuide to

Coaching & Feedback FlipBook

Walk in, Talk it Out!

Teach the Process

as ContentThink About…

• Rich content, relevant thinking

• Rigorous performance

• Who’s doing the talking

• Level of student responses

• Student behaviors

Principle 2 Align Lessonto CCSS

Align Lessons- CCSS

• Instruction -aligned & inspired

• Text complexity and range of texts

• Units that go deep with inquiry

• Big ideas themes• Differentiated lessons• Student-directed lessons

Think About:

Know the CCSS Embrace Appendix A, B

Common Core Mastery App Standards AND Appendices A,B

Principle 3Facilitate Coaching

Conversations

Coaching Conversations

• Awareness of learning goal

• Task aligned to CCSS

• Tasks appropriate level of complexity?

• What students should be able to do?

• Does the task require HOT?

• How do kids know when successful?

Think About:

Reflection Leadsto Correction

Principle 4Invite

MeBack

Invite Me Back

• Student work samples

• Developing two-way talk

• Exchanging ideas with teacher

• Fostering student-centered inquiry

• Invitation to see lesson ideas unfold

Think About:

Inspect What You Expect

Principle 5Have

Data-Informed Peer

Conversations

Peer Conversations

• Providing time for peer collaboration

• Continuing data conversations

• Focusing on what students are learning

• Facilitating data dialogues

• What? So What? Now What?

• Providing insight on best practices

Think About:

Staff DevelopmentFrom the Inside Out

Walk in, Talk it Out!

Align Lessons to CCSS

Coaching Feedback

Invite Me BackPeer

Conversations

School Leader’s Guide toCoaching & Feedback

Remember Mrs. Waddles?How would you coach her?

Three Phase Model•Talk-Through-I Do

Modeling and Talk Aloud

•Walk-Through-We Do

Guided Classroom Practice

Drive-Through-You Do

Independent Student Performance

TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

“I do it”Purpose and Modeling

Guided Instruction

Productive Group Work

Independent Learning

“We do it”

“You do it together”

“You do it alone”

• Demonstrate new strategies and skills• Establishes purpose for learning today and makes learning

relevant• Models, scaffolds, and coaches

• Uses questions, prompts, and cues to guide learning

• Matches group members and tasks carefully

• Plans purposeful learning activities• Facilitates group interactions

• Creates engaging assignments• Assists as needed

• Extends learning through synthesis and evaluation• Creates new understandings

• Consolidates understanding through interactions with peers

• Uses academic language and argumentation skills

• Applies new learning with guidance• Responds to questions, prompts, and

cues

• Observes and questions• Participates in learning and

reflections

Mr. Coacher ConferenceI Do……..

Coach ing FormObservation Focus (aligned to CCSS)How is the lesson a part of a unit? What did the teacher want students to be able to do at the end of the lesson?Did the teacher create, develop, or enrich curious students by focusing on the process and not the answer? College Career Ready:Does the task require students to think and use information from the text? How do students know when they’re successful and can all learners succeed?

Invite Me Back!-Agree upon a suggestion that is observable

Remember Mrs. Waddles?Invite Me Back…..

TTYPA…Giving

constructive feedback is difficult because…

Gradual Release of Responsibility

We Do Together…..

Mr. Hoppers’ 2nd graders love to come to school. His students love the energy in the classroom. To keep his students engaged he has developed mnemonic devices to encourage listening and explicit attention to text, illustrations, and talk. How do we improve Mr. Hopper’s practice to produce students who answer questions with information stated in the text as opposed to answering questions from only experiences.

Meet Mr. Hoppers

Mr. Coacher ConferenceAB Partners

A-CoachObservation Focus (aligned to CCSS)

B-CoachObservation Summary:

I noticed that your lesson was……

It is evident that your lesson focused………. A-CoachInvite Me Back! Agree upon a suggestion that is observable

TTYPA-Review(Reflect upon the video and

conversation)Giving constructive feedback

is difficult because……..

Is there anything you would change?

Take Away IdeasWhat will you

change?1. One take away that you will incorporate immediately that will make a difference.

2. One long term take away you will work to develop that will make a difference.

Daylight Saving Time Reminder!

Turn the clocks back one hour before you go to

bed on Saturday, November 2. Daylight saving time officially

ends at 2 a.m. on Sunday, November 3, 2013.

Scan this QR Code to evaluate your sessions

or go to www.ascd.org/evaluations.

Principal Leadership in the Common Core:

Coaching Conversations

Robin Fogarty & Associates

Rebecca L. Stinson

rlstinson@cps.eduRobin Fogarty robin@robinfogarty.com

Technology Tools “Wordle”

PadletAka / Wallwisher

Insist on Results

QR Codes Need

QR Readers AppQR Generator Website

Preview Safe Website

140 Characters

RigorousTwitter