ISB Coaches Team Meeting Agenda

Date: Fri., Mar 5, 2010
Time: 11:30-1:00
Place: HS Conference Room
Timekeeper: Troy
Recorder: Kim

Participants: Teresa, Jeff, Dennis, Troy, Kim, *Bill

Guiding Question
Background/ Process
Person / Time
How's the week been?
1. General catch-up
2. Entering time for this week
(15 min)
Book Club
How will we plan out the collaborative study for the remainder of the year?
1. which chapters
2. When
(15 min)
To what degree is there correlation between what we're doing and . . .
1. what the learning coach description describes
2. what teachers feel is the most beneficial

Kim: much better in the first 2 years than now. First 2 years I spent a lot of time thinking and ensuring that I clarify what my job is with teachers, didn't do a very good job of this with middle school teachers. Also has been a struggle to be 50/50 ES/MS because the responsibilities of the 2 jobs are different and I'm not doing a good job of balancing both.

Jeff: has been called upon to be a coach voluntarily by teachers, but struggles with the percentage of time in the classroom because of other expectations of the TLC job description.

Dennis: not the "majority" of time, not always "focused on student learning" - teacher requests for Dennis time are more based on tech tool needs, not pedagogical needs. Teachers see me as tech expert, and themselves as a pedagogy expert - only need to use us for tech-related things.

Troy: did a great job of being in the classroom first semester, but once all teachers had been through a coaching experience, not as much time was spent in the classroom because people are more comfortable now).

  • Having a curriculum implementation which puts every teacher in a position of responsibility and obvious need for a coach - allows for greater teacher buy-in (math, science).
  • Having a culture of coaching that exists already.
  • Having a clear understanding/communication of coaches roles and responsibilities - job description, where the majority of time should be spent.
  • School promotion of Definition of Learning

  • HS, as a whole, doesn't have an understanding of a coaching model
  • MS schedule changes every day
  • Not having a curriculum implementation (tech)
  • Having too many different roles (Teresa)
  • Having additional responsibilities related to hardware/software/tech support (tech)
  • Confusion about who does what/how things "get done" at ISB/comfort that things will "get done" properly if we don't "do it ourselves"

//From Bill:

What Coaches Do that Teachers Say Improves Learning:
  • Demonstration and co-teaching
  • Lab sites at three levels
  • One-to-one informal conversations
  • Team workshops, both foreshadowing and reflection
  • Single student problems
  • Material support
  • Moral support
  • Feedback on classroom observation
  • Pacing advice
  • Office hours

***The Essence: Connecting w/each teacher in meaningful ways and

Some Evidence That Coaching May Be Working:* Balanced literacy, CMP math, Investigations math, and FOSS science thoroughly, coherently implementented
  • Increased differentiation
  • Way better formative assessment
  • More learning focused, deep collaboration
  • Increased teacher confidence
  • Increased parent satisfaction
  • New teachers up-to-speed

Coaching Minimums:
  • Content expert
  • Pedagogy expert
  • Magical social skills (failing together)
  • Start with curriculum replacement/review

1. Reread learning coach description
2. Bill's research
(30 min)
Coaches' Standards
What are our hypotheses and how does the learning evidence correlate?//
Google Doc
Action Plan Steps:
  1. Hypothesis
  2. Student Learning Evidence Examined - Issue confirmed or debunked
  3. Date: Collaborative Action Plan Created
  4. Date: Action Plan Implemented
  5. Date: Student Learning Evidence Collected
  6. Date: Reflection Based on Evidence (rinse & repeat as needed)

  • Teresa: Are students clear about what, why, and to what degree their learning during their independent reading? Are they making the transfer from the mini-lesson and modeling? Working with grade 3 on reading.
  • Jeff: Are students aware of the importance of audience? Working with grade 5 creating PSAs.
  • Troy: Are we really pushing kids to the limit of their ZPD? Are all students engaging in high cognitive and metacognitive thinking skills?
  • Kim: Does creating and sharing digital stories help deepen student understanding in a meaningful way? Does sharing online help students reflect on their learning?
1. Share Out
2. Challenges of our inquiries
3. Next steps
(30 min)
Parking Lot – Items on our plate for future meetings: