ISB Coaches Team Meeting Agenda


Date: Fri., Aug 14 2009
Time: 12:30-2:00
Place: MS Skybox
Facilitator/Timekeeper:
Dennis
Recorder: Jeff
Purpose:
Understanding = U Informing = I
Recommending = R Deciding = D

Participants: Teresa, Kelly, Kim, Jeff, Dennis, Troy, Maggie
Task
P
Guiding Question
Background/ Process
Person / Time
Warm-up
I
What were the successes and challenges of launching
your coaching work this week?

Round Robin
Support, Suggestions
All (10 min)
Aug 18th ERD
U
R
How will we guide the professional learning?
Overview
Pair-Share to prepare
- Troy and Kelly
- Kim and Jeff
- Dennis and Teresa
Dennis and Teresa
(20 min)
IA Training (Aug. 26)
I
D

How can we build capacity amongst the
ES IA's to improve student learning?

1:00-2:00
Common theme (N &B , or questioning)
4 groups--glade level jigsaw
Kelly
(20 min)
Calendar Booking

D

How can we effectively balance our time
and meet the needs of all teams?

Collaborative Calendar
Set-up and entering
Jeff
(15 min)
Maggie

D

What can we glean from Maggie's experience as a coach?
Most successful
Least successful
Q & A
Dennis
(20 min)
Closure
R
How well did today's meeting go?
+s, Deltas, Suggestions
Teresa

Parking Lot – Items on our plate for future meetings:

List serve or Groups on email

Notes:
Common Agreements:
Confidentiality
Prioritize attendance to meeting
Respectful, open, and honest communication
Always assume positive intent
Start meetings with supportive check-in time
Feeling of "being one's self"
Fully present to conversations and ideas
It's OK to disagree
Monitor own talk times
Regularly revisit the norms

Minutes:

Warm-up:
  • Troy is connected. Math log-ins are ready to go for ES teachers.
  • Kelly was able to touch base with everyone by going room-to-room, getting them up and ready for the year. Hard to establish routine in the classroom because of so many breaks/changes in schedules due to assemblies. Teachers are preferring individual sessions with Kelly, small groups will start next week.
  • Maggie is here! She talked to every single teacher to organize times to meet with individuals and small groups, makes a big difference coming back already knowing our teachers.
  • Dennis supported many teachers in "working out the kinks" with PantherSchool - a groundswell has started. Teachers are already using more than the "bare minimum" with PantherNet. Getting the tech PD started, especially for new teachers. PD initiated some good discussions, including: the Smart Board lets you interact with your machine AND with your kids at the same time.
  • Jeff went into classrooms to launch laptops, start up was faster this year than last year. Grade 5 is starting student blogs. IETP is ready to go with new teachers and other interested teachers.
  • Kim is seeing a snowball effect with student blogging, PantherNet, and teacher blogs - word of mouth is spreading in the MS. Being on 2 ES teams helps stay connected to ES needs. Kim is so happy to be up in EdTech.

Aug 18th ERD:
  • The goal is to look at what teachers are doing in their classroom and compare to the definition of learning, all teachers should bring a sample of student work. To what degree does this work align with the definition of learning. Groups will start in subject areas and then jigsaw back to grade level teams.
  • Grade 8 teachers are working with HS teacher for transitional purposes - looking at common assessments (without any introduction from the team) and comparing to the definition of learning (humanities team will look at English team's assessments and vice versa; math and science are paired).

IA Training:
  • Last Wed of every month, 1- 2 pm, ES Teacher's Lounge - may split out to: 2nd & 3rd grade have specials at the end of the day (classroom space), Curriculum Office, SkyBox.
  • Common themes could be: effective questions, supporting students constructing their own understanding, learning how not to do things for students.
  • Ideas for training: gadgets, software, web tools.
  • Planning has started here.

Calendar Booking:
  • We will have one Google calendar, which will sync with iCal, so each of us can add our coaching items on our own computer that will sync back to the Google calendar. At every meeting we will spend some time reflecting on our events and ensuring that we're not overwhelming a specific team or person. Items that weren't added during the week can also be added during the meeting.
  • All coaching-related activities will added to the calendar.

Maggie:
  • 3 major tasks in order of priority: In the classroom (with teachers & kids, 1:1 or with groups of teachers), out of the classroom (with teachers, 1:1 or with groups of teachers), prep & planning
  • Sometimes it makes sense to start with groups to plant seeds, and then continue 1:1
  • Combination of working on content and methods - overdo the methods and let the content come through
  • In the classroom, push methods more; out of the classroom push content
  • Can rotate through stages and always go back to previous stages
  • Explain things clearly & succinctly, show not just tell
  • Begin with a vision of what you think the teacher should/could do - what is/how will we see the evidence?
  • Tracking teacher progress: use a conferring notebook with items you've been trying to teach, times you are going in to see the teachers doing it (checklist), quality of what teachers are doing - use this to plan more in-classroom work.
  • Have teachers bring student work with them during meeting time so there is evidence of what they are doing and students are learning.
  • Getting started: keep it small, cycle through grade levels (work with 2 grade levels a month, go into classrooms and check in 1:1 with the other grade levels)
  • Annelies & Struan will arrange coverage if teachers want to watch others "in action"

Phases of coaching:

1. Modeling: in the classroom, you're teaching the class while the teacher is watching.
Stages:
  • Clear about setting up what you're doing & what to watch for and notice, can use guide sheets which gives structure of how lesson will go and the main components to keep teachers active during lessons
  • Modeling and then asking teachers what they notice (what questions does this raise?)
  • You reflect at the end of the lesson on what you felt went well, what you would change, to model reflection - reinforcement & refinement
  • Asking teachers what they notice and the discussing how does what you saw me do, differ from what you do (what's different?)
  • Whatever you just saw, how will that change what you do in your classroom

2. Coaching: in the classroom, the teacher teaches & you watch (next to them) - give feedback in the moment
  • Start with a reflection with the teacher, ask them what they felt went well
  • Afterward, focus on the positive and be complimentary (any issues, record them and save them for later)
  • If there are content issues (incorrect information), share this right away; issues with methods should be saved for later

3. Co-teaching (good when you've planned a unit over time, building relationships)