ISB Coaches Team Meeting Agenda

Date: Fri., Oct. 29, 2009
Time: 12:30-2:05
Place: Skybox
Understanding = U Informing = I
Recommending = R Deciding = D

Participants: Teresa, Kelly, Kim, Dennis, Troy, Jeff, Ann
Guiding Question
Background/ Process
Person / Time
How's the coaching life?
  • Kim shared the success of the IA training and a successful planning meeting with the Grade 4 team.
  • Discussion on maintaining up front interactions in order to ensure collegiality.
  • Do teachers know that they can continue to do work that they do with coaches even when not with coaches?
  • Troy shared the need to look at overviews because they are fundamental to teaching and learning in that unit. Many teachers are skipping over these.
  • How do we convince teachers to use best practice, or buy in to school programs and school "ways of doing things"?
    • We shared what we do, but all share these frustrations.
  • PantherNet beginner expectations have helped spur people into wanting to do more
  • Kelly spoke on idea: Notebook of samples of work with photos under each area to be kept in admissions - what about a computer with links to work examples? (Kim)
    • Should this notebook be one grade or a mix of multiple grades?
    • Kelly will check with Bill on electronic
    • Kelly will email next steps
1. Enter your time
2. General catch-up and support
3. Idea from Bill
All (15 min)

Kelly (3 mins)
How can we effectively plan for IA, parent and our own learning?
1. IA Training: how to move forward
2. Parents: Nov 3 (finalize)
3. Our own PD: Kathy today and Howard/Pam next week (think of questions you have for them)
Teresa (30 min)
Coaching PD
How can improve our coaching by gleaning ideas from Kathy Pfandler, Secondary Math Coach
  • Kathy likes to target specific areas
  • When looking at content, ask, "is this something you want to engage 1 student in or is this something you want the students interacting about?"
  • Then you can look at where that interaction can be put in
  • Then take lesson plan as is and write directly on it any changes
  • Very important to have that one focus/goal that we can constantly focus on as coaches
  • In debrief, you can look at comments by students which leads to discussion on what to maintain and what to change...finish with these goals for next steps
  • Pedagogical frame for coaching
    • teacher reflection tools (shared handout)
      • Understanding and Sensemaking
      • Culture
      • Worthwhile or not
      • Knowledge of teacher
    • provide mechanisms for equal opportunity participation
    • "justification" is key for not just sensemaking but also for establishing a shift in culture
    • wait time is SOOO important - at early stages, might even have to count it off
    • Second wait time (after response) VERY valuable
  • The philosophical ideas can give rationale behind decision making that you can team with teachers to make that decision - strong coaching technique
  • "Silence is okay when you are waiting and Noise is okay when they are working"
  • Listening what the students are saying is powerful (not just noise)
  • Lesson planning framework - Kathy will send copies (in box)
    • "anticipating what students might have trouble with and planning for if that happens"
  • Student Discourse Observation Tool
    • Different types of "explaining" (Procedures/facts, Justification, Generalization)
    • Every lesson should have all 3
  • Accountable Talk
    • Students can be taught to be "smart"
    • Learn to speak intelligently about a subject...give them language, provide times to generalize, understand all possible solutions
    • "Socializing intelligence takes place in and through talk."
  • Cognitive level of tasks
    • Classroom Data Tool shared.
    • If you don't have all the strands in this tool, then you do not have a cognitively rich task
  • If you can't address all the elements of the cognitive task, you can frame ALL that you do in a question that can be revisited.


(45 min)
Parking Lot – Items on our plate for future meetings:
  • Training for IAs and subs on conference days
  • Rubric for coaching evaluation
  • Plan for communicating what we do, how we do it and why we do it
  • After break, we begin writing in our work per individual teacher (1:1 & in classroom)