Oct+29,+2009+mtg

=**ISB Coaches Team Meeting Agenda **= Understanding = U Informing = I Recommending = R Deciding = D || Participants: **Teresa, Kelly, Kim, Dennis, Troy**, **Jeff**, Ann 2. General catch-up and support 3. Idea from Bill || All (15 min)
 * < Date: **Fri., Oct. 29, 2009** ||< Time: **12:30-2:05** ||< Place: **Skybox** ||
 * < Facilitator/Timekeeper:
 * Kim** ||< Recorder:
 * Dennis** ||= **Purpose:**
 * **Task** || **Guiding Question** || **Background/ Process** || **Person / Time** ||
 * **Warm-up** || //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

Kelly (3 mins) || 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) || > ||  || Kathy (45 min) || Parking Lot – Items on our plate for future meetings:
 *  Planning || //How can we effectively plan for IA, parent and our own learning?// || 1. IA Training: how to move forward
 * 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.
 * 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)