Transcript Slide 1

House Bill 93
signed March 2005
The Kentucky Center for Mathematics
will make available professional
development for teachers in reliable,
research-based diagnostic assessment
and intervention strategies, coaching
and mentoring models, and other
programs in mathematics.
Kentucky
Department of
Education
Committee for
Mathematics
Achievement
Council on
Postsecondary
Education
Educational
Professional
Standards Board
Public and Private
Postsecondary
Institutions
Intervention
Program
Coaching
Program
Apply a research-based approach
to developing numeracy
competence giving teachers
extensive, current knowledge of
assessment and teaching which is
otherwise unavailable.
Approximately 3,500 primary students
are being served by 85 Mathematics
Intervention Teachers (MITs) during the
2007/2008 school year.
KCM and the Regional Coordinators are
providing on-line and in-person support
to the MITs.
Kentucky MITs
To Increase
Student
Achievement in
Mathematics
“Kentucky students continue to lag behind the
national average in mathematics at both the 4th
and 8th grade levels. Estimates by the Kentucky
Council on Postsecondary Education of the
proportion of entering freshmen requiring
developmental mathematics at Kentucky
institutions of higher education indicate that 41% of
all entering students -- and 35% of recent high
school graduates -- required these services, a figure
deemed unacceptably high by CPE.”
“Studies conducted in Kentucky by the EPSB and
others . . . make it clear that – at least insofar as
graduate and undergraduate hours earned during
teacher preparation are indicators of adequacy –
mathematics and science teachers at the middle
and high school levels are adequately prepared.
Elementary teachers, on the other hand, are
generally ill-prepared to teach mathematics. . .”
How many
of these
experiences
Were
presented by
someone you
know?
Were
presented by
someone who
knew
mathematics?
Provided ongoing support
throughout
the year?
Were related
to what you
were doing in
your
classroom?
“All top systems, including the rapidly
improving ones, recognize that if you
want good teachers, you need to have
good teachers train them, and this
requires focused one-on-one coaching in
the classroom.”
From: Barber, M. and Mourshed, M. (Sept. 2007). How the world’s best-performing
school systems come out on top. McKinsey & Company. www.mckinsey.com
Strategies that were effective in improving
classroom instruction helped teachers to:
Become conscious of particular
weaknesses in their teaching
Internalize specific exemplary teaching
practices through modeling
Possess a motivation to change rooted
in believing they can make a difference
From: Barber, M. and Mourshed, M. (Sept. 2007). How the world’s best-performing
school systems come out on top. McKinsey & Company. www.mckinsey.com
Top schools used
COACHING
as a strategy to help teachers in
these essential ways.
From: Barber, M. and Mourshed, M. (Sept. 2007). How the world’s best-performing
school systems come out on top. McKinsey & Company. www.mckinsey.com
Our Strategy
I feel that embedded professional
development (coaching) is more
effective in improving teacher
performance than past PD
workshops they've attended.
Year 1: End-of-Year Program Evaluation Survey
I feel that embedded professional development
(coaching) is more effective in improving teacher
performance than past PD workshops they've attended.
n=42
Strongly
Agree
62%
Agree
38%
What
a coach?
TheisMission
A
The
coach
mission
is a school-based
of Cognitive
professional
CoachingSM isdeveloper
to produce
who
self-directed
collaborates
persons
withwith
educators
the cognitive
to identify
capacityand
for
assist
high performance
with the
both
implementation
independently and
of proven
as
teaching
membersmethods.
of a community.
© 2005, Center for Cognitive Coaching
All behavior is produced by thought
and perception.
Teaching is constant decision-making
To learn something new requires
engagement and alteration in thought.
Humans continue to grow cognitively.
© 2005, Center for Cognitive Coaching
Cognitive CoachingSM
Process
Observable
Behaviors
Coach’s
Strategies
Enhanced
Performance
Internal
Thinking
Processes
© 2005, Center for Cognitive Coaching
Coaching
Consulting
• Serving as a
mediator of
thinking.
• Serving as an
“expert.”
FOUR
SUPPORT
FUNCTIONS
Collaboration
• Serving as a
“colleague.”
Evaluation
• Serving as an
“evaluator.”
Coaching Cycle
Reflecting
Planning
Event
(Observation)
© 2005, Center for Cognitive Coaching
Coaching Conversations
Planning
Conversation
Reflecting
Conversation
ProblemResolving
Conversation
© 2005, Center for Cognitive Coaching
• Knowing that I have the
capacity to make a
difference through my work,
and being willing to take the
responsibility to do so.
• Knowing that I can
continually perfect my craft,
and being willing to work
toward excellence and
pursue on-going learning.
• Knowing that I have and can
develop options to consider
about my work, and being
willing to acknowledge and
demonstrate respect and
empathy for diverse
perspectives.
Efficacy
Craftsmanship
Flexibility
• Knowing what and how I’m
thinking about my work in
this moment, and being
willing to be aware of my
actions and their effects.
• Knowing that we will
benefit from our participation in, contribution to
and receipt of professional
relationships, and being
willing to create and change
relationships to benefit our
work.
Consciousness
Interdependence
© 2005, Center for Cognitive Coaching
I felt the training my coach
received was adequate to
prepare him/her for their
coaching position.
Year 1: End-of-Year Program Evaluation Survey
I felt the training my coach received was adequate to
prepare him/ her for their coaching position.
n = 42
Agree
26%
Strongly
Agree
74%
was linked with
increased student test
scores and other
benefits for students.
Teachers grew in
teaching efficacy.
CCSM impacted teacher
thinking, causing them
to be more reflective
and to think in more
complex ways.
Teachers were more
satisfied with their
positions and with their
choice of teaching as a
profession.
School cultures became
more professional.
Teachers collaborated
more.
CCSM
CCSM assisted teachers
professionally.
CCSM benefited teachers
personally.
© 2005, Center for Cognitive Coaching
Short
Term
•Changes in Coaches
MidTerm
•Changes in Coachees
Longer
Term
•Changes in Students
School
Culture
“Because of this increase
in communication,
teachers are more
focused on the Kentucky
Core Content in their
instruction and are
discussing more
successful teaching
practices that are leading
to observable student
achievement.”
- Keith Embry, Coach,
Oldham County
Student
Achievement
“I believe [our coach’s]
help contributed to our
test scores coming up 12
points, which means that
more of our students
were reached.”
- Mike Mullins, Principal,
Worthington Elementary
School
Teacher
Retention
“As an administrator, the
greatest thing our school
has received is two
competent, happy firstyear teachers who
returned for their second
year of teaching in our
school. I feel the two
teachers last year did not
experience the level of
frustration that our
previous candidate did
almost exclusively due to
our math coach.”
– John Riehemann,
Principal, Lloyd Memorial
High School
2006-2007
2007-2008
67 Mathematics Coaches
73 Mathematics Coaches
17 HS, 13 MS, 37 ES
22 HS, 13 MS, 38 ES
28 Districts
40 Districts
* * * * *
34 Sophomore &
39 Freshman
73 Coaches
are working
directly with
700 Teachers
who are working
directly with
45,000
Kentucky
Students
½ of Time Devoted to Coaching
Attend Training
Attend KCTM and KTLC
Assist in Data Collection
Training
Support
Funding
Roles
Application
Summer
Training
Follow-up
Training
• Eight days of training
specific to math
content, instructional
strategies, and
coaching skills.
• Three 2-day training
sessions during the
school year to further
refine coaching skills.
Summer
Training
• Five days of training
specific to coaching
skills and planning.
Follow-up
Training
• Three 2-day training
sessions during the
school year to further
refine coaching skills.
KCM
Support
KCM plans training for, collects
data from, and shares
resources with coaches and
Regional Coordinators (RCs).
Direct
Support
Coaches are visited 3 to 4 times
per year by an RC who is
affiliated with a state
university.
Online
Support
Coaches attend weekly online
meetings which provide them
the opportunity to network
with other coaches.
Training
Personal
Support
Lead
Centra
Resources
The Role
of the RC
Provide
Resources
Planning
Co-teaching
Reflecting
Modeling
Problemresolving
Consulting
Collaborating
Data
Collection
Observing
Team
Meetings
Professional
Development
Teaching
Active
Listening
Life-Long
Learner
Supporter
Explain the
coach’s role
Protect the
coach’s role
Protect the
coach’s time
Support the
coach’s
training
KCM
pays for:
• Cognitive CoachingSM Training
• Math Solutions Training
• Travel, Meals, Lodging
• Stipend & Substitute pay
• Coaching Materials & Online Conferencing Equipment
School
pays for:
• The Coach’s Salary
• The Coach’s Benefits
Use Title I & II funds
Creative Scheduling with Current Staff
Hire a retired teacher part time
Two schools share a coach
District level coach (with no evaluative
responsibilities)
What was most useful about
the coaching program?
Year 1: End-of-Year Program Evaluation Survey
What was most useful about the coaching program?
90.00
84.07
80.00
63.72 64.60
70.00
55.75
60.00
48.67
50.00
40.00
30.00
20.00
10.00
0.00
42.48
31.86
28.32
20.35 17.70
45.13
I believe the mathematics
coach made a positive
influence on my teaching.
Year 1: End-of-Year Program Evaluation Survey
I believe the mathematics coach make a positive
influence on my teaching.
n=114
Strongly
Agree
47%
Disagree
11%
Strongly Disagree
2%
Agree
40%
I believe the mathematics
coach made a positive
influence on teaching in the
school(s) where they coached.
Year 1: End-of-Year Program Evaluation Survey
I believe the mathematics coach made a positive influence on
teaching in the school(s) where they coached.
n=42
Strongly
Agree
72%
Agree
26%
Strongly Disagree
2%
Online Reading Materials
Reasons to Consider
Coaching
Qualities of a Coach
Workload Guidelines
Online Application
Coach Info.
School/ District Info.
Assurance Packet
Must be signed and mailed to KCM.
When is the
best time to do
things?
• Now
Who is the
most important
one?
• The one you are with
What is the
right thing to
do?
• Do good for the one who is
standing at your side.
Applications for the
2008-2009 cohort
are now being
accepted until
May 28, 2008
Visit the coaching
page on the
KCM Website
for more details
www.kymath.org
Contact
Jim Justice with
questions at the
following email:
[email protected]
We hope to hear from you!
Coaching Program
Intervention
Program
Other Programs
Website
• Jim Justice
• Laura Plante
• Alice Gabbard
• Jonathan Thomas
• Kirsty Fleming
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
• www.kentuckymathematics.org