Milwaukee Public Schools:

How Coaching Conversations Around Student Work have Improved Mathematics

National Council of Supervisors of MathematicsApril 15, 2013

Denver, ColoradoAstrid Fossum, MPS/GE Foundation Teacher Leader, fossumag@milwaukee.k12.wi.usCynthia Cuellar Rodriguez, District Math Leader, cuellacs@milwaukee.k12.wi.usLee Ann Pruske, District Math Leader, pruskelx@milwaukee.k12.wi.us

A little bit about MPS…

175 schools 80,500 students 5,000 teachers Largest school district in Wisconsin 83% low income 86% minority 20% special education 10% ELL

Session Goal

To increase student understanding and improve instruction of mathematics, we are learning to understand how teacher leaders/coaches use student assessments in coaching conversations.

Outcomes

Components

Knowledge Skill Transfer(Implementation)

Presentationof Theory 10% 5% 5-10%

Modeling 30% 20% 5-10%

Practice and Low RiskFeedback

60% 60% 10-20%

CoachingStudy TeamsPeer Visits

95% 95% 95%

Beverly Joyce and Bruce Showers (2002) Student Achievement Through Staff Development

Leadership and Coaching Skills2008-2009

The PRIME Leadership Framework, Assessment Principle, NCSM

Concerns Based Adoption Model, (CBAM)2009-2010

Leading in a Culture of Change, Michael Fullan The PRIME Leadership Framework, Assessment

Principle, NCSM Concerns Based Adoption Model, (CBAM) Mentoring Matters, Lipton & Wellman

2010-2011 The PRIME Leadership Framework, Equity Principle,

NCSM Concerns Based Adoption Model, (CBAM) Mentoring Matters, Lipton & Wellman

2011-2012 Mentoring Matters, Lipton & Wellman Taking the Lead, Killion & Harrison

2012-2013 Learning Focused Supervision, Lipton & Wellman

Leadership/Assessment Goals To support ACM as they work with

colleagues to ensure high expectations and access to meaningful mathematics instruction daily

To strengthen the ACM ability to serve in a coaching capacity in order to increase student achievement in mathematics

Stances“The ultimate aim of each of these stances and their cumulative effect is to support continuous learning on the part of the teachers and to enhance their capacity to engage in productive collegial relationships.” (Lipton & Wellman)

Supervisor Specialist TeacherInformation, analysis, goal Information, analysis, goals

The Continuum of Learning-focused Interaction

CALIBRATING CONSULTING COLLABORATING COACHING

Invitational Inquiry:Questioning and Paraphrasing

With a partner, using the Invitational Inquiry handout,

practice creating probes to begin a conversation.

Be sure to include an invitation, a cognition, and a topic.

Share a project you are currently engaged in.

Partner actively listens in order to paraphrase.

Establishing the Third Point Primary intention of learning-focused

supervisors is mediating another thinking by: Establishing a focus for the conversation Applying verbal and non-verbal toolkit to

stimulate thinking Mediate thinking by asking open-ended

questions, providing data, facilitating the acquisition of information, and

strengthening cause-effect relationships, all the while moving teachers towards

increased confidence and self-reliance.

Coach

Teacher

Third point

Establishing the Third Point

Non-Verbal and Verbal ToolkitNon-verbal

Go visual-develop a contextually appropriate third point based on observable facts and data

Position body to establish the three point frame for talking

Keep you eyes on the third point when referencing “the data”

Use frozen gesture to reference the third point

Use sytematic voice patterns Credible voice & Approachable

voice

Verbal Neutral pronouns Plural forms Exploratory language Non-dichotomous

questions Positive

presuppositions

Who Walked Farther 4.NF.3a,d

Part One: On your own. Complete the two top sections of the

“Exploring Student Work” document.

Part Two: Work with a partner. Assign roles: coach and teacher

Coach: Ask an initial question about the goals of the task.

Teacher: Respond to the question based on your interpretation

Coach: Paraphrase the teacher’s response.

Exploring Student Work

Take a few minutes to review the student work samples. Look for

mathematical misconceptions Mathematical strengths/understanding Patterns between samples Differences between samples

With your partner, engage in learning-focused conversation utilizing the stems and continue questioning and paraphrasing.

Planning for instructional change

Continue in roles and determine possible next steps as described on the “Exploring Student Work” handout.

Prime Leadership Framework

“A single mathematics education leader can have an incredible impact on the development and effectiveness of others.”

WKCE Mathematics Trends, Milwaukee Public Schools

Gr 3 +6.3Gr 4 +11.9Gr 5 +14.7Gr 6 +16.8Gr 7 +13.0Gr 8 +8.6Gr 10 -0.5

Percent of Students Proficient & Advanced, WKCE & WAA Combined, Milwaukee FAY.WINSS (http://dpi.wi.gov/sig)

Reflections:

“Ultimately, leaders must ensure that teacher actions translate from ‘all students can learn’ to ‘each student will achieve.’” (PRIME Framework)

Based on knowledge gained from this session, How might learning-focused conversations help achieve goals of increased student understanding?

Milwaukee Public Schools:

How Coaching Conversations Around Student Work have Improved Mathematics

MPS Board of School DirectorsDr. Michael Bonds, PresidentLarry Miller, Vice PresidentMark Sain, District 1Jeff Spence, District 2Annie Woodward, District 4Dr. Peter Blewett, District 6David Voeltner, District 7Meagan Holman, District 8Terrence Falk, At-Large

Senior TeamDr. Gregory Thornton, SuperintendentNaomi Gubernick, Chief of StaffDarienne Driver, Chief Innovation OfficerTina Flood, Chief Academic OfficerDr. Karen Jackson, Chief Human Resources OfficerMichelle Nate, Chief Operations OfficerGerald Pace, Esq., Chief Financial OfficerAnita Pietrykowski, Chief School Administration OfficerDenise Callaway, Executive Dir., Community EngagementPatricia Gill, Executive Director, Family Services Sue Saller, Exec. Coord., Superintendent’s Initiatives