Post on 01-Apr-2015
Professional Learningfor HCPS
Math Content Coaches
August 4, 2011
Barbara Steverson, Presenterperfect.steverson@comcast.net
Variables to Consider When Working with Teachers
• Career Stage of Teacher– Renewal – Withdrawal
“Teachers do not resist change so much as they resist
poorly designed change initiatives.”
Jim Knight
novice professional expert distinguished emeritusapprentice
Career Stages of the Teacher
novice professional expert distinguished emeritusapprentice
novice professional expert distinguished emeritusapprentice
Unfortunately, about 1/3 of all newly hired teachers leave the field within the first few years
• High energy and anticipation
• Feelings of self doubt
• Many love teaching/believe they have skills
• Believe all children will achieve at high levels
• idealistic
• Believe they have skills to motivate
• Open to new ideas
• Volunteer for committees/extracurricular
• Want to learn
• Willing to try new strategies
novice professional expert distinguished emeritusapprentice
Career Stages of the Teacher
Anticipatory
novice professional expert distinguished emeritusapprentice
Career Stages of the Teacher
novice professional expert distinguished emeritusapprentice
Career Stages of the Teacher
novice professional expert distinguished emeritusapprentice
Career Stages of the Teacher
novice professional expert distinguished emeritusapprentice
Career Stages of the Teacher
professional
Exiting
novice professional expert distinguished emeritusapprentice
Career Stages of the TeacherRenewal & Withdrawal
Generational Differences
Renewal or Withdrawal Cycle
• Acquire craft knowledge
• Internalize meaning obtained from reflection on skills/knowledge
• Acceptance of their responsibility for student learning
• Imagine how students will respond to different & new teaching methods
• Renewal involves– Reflection– Inquiry – Growth
Renewal or Withdrawal Cycle
• Withdrawal Levels– Initial– Persistent– Deep
Initial Level• May not know in withdrawal• Continues adequate teaching• Becomes quiet & isolated• Magic begins to fade• Follower not leader• Stops growing professionally• Moves to side or back in
meetings• Waits to be asked, doesn’t
volunteer
Renewal or Withdrawal Cycle
• Withdrawal Levels– Initial– Persistent– Deep
Persistent Level
• Negative feelings surface
• Critical of others
• Unresponsive
• Some become obstructive to ongoing school improvement
Renewal or Withdrawal Cycle
• Withdrawal Levels– Initial– Persistent– Deep
Deep Level• Professional growth has ceased
• Reflect-renew-growth process stops
• Becomes defensive & difficult
• No student should have to endure a teacher in deep withdrawal.
The Conferencing/Collaboration
CyclePre-Conference
Classroom Experience Observation
Modeling
Co-Teaching
Post-Conference
The Observation Cycle
• Pre observation conversation• Observation• Post observation conversation and reflections• Next steps -• Repeat the cycle
Pre-Observation
• Clarify goals and context for lesson
• Determine evidence of success (student)
• Discuss/refine teaching strategies
• Identify focus for data collection
Observation
• Collect specific data via agreed upon method
Post-Observation
• Summarize impressions of lesson
• Recall data to support impressions
• Analyze the observation data
• Synthesize data and decide next steps
• Reflect upon the process and propose refinements
Collegial Conversations
• Conversation Maps
• Peers in Action
Three Types of Paraphrasing
• Acknowledge/Clarity
• Summarize/Organize
• Shift Focus
Exploring 2 of the big 4 topics for coaches
• Behavior
• Content Knowledge
• Classroom Instruction
• Formative Assessment
Behavior Issues• Can be challenging for teachers
• Can cause physical exhaustion
• Sometimes the starting point for coaches
• Need to be addressed at the beginning of the year by teaching expectations
(Expectations should be crystal clear to students.)
Students should know -
• What is acceptable conversation?
• How they should ask for help?
• What they should be doing?
• What movement is permitted?
• How does appropriate participation look?
Behavior Issues to Watch
• Ratio of interactions
• Disruptions- Corrective comments
• Time on task
• Opportunities to respond
Suggested Resources forClassroom
ManagementTools for Teaching
Fred Jones
Safe and Civil Schools
Randy Sprick
WinWin Discipline
Spencer Kagan