Mathematics+Coaches+Book+Study

**We will meet on April 27th** //The Math Coach Field Guide: Charting Your Course// by Felux & Snowdy
Christie Gray, Holly Bergin, Kate Boyle I read the first four chapters of this book. It is an easy read and it is helpful in a few ways. The first chapter was a wrap up of all of our discussions in the coaching academy through the IU. This first chapter is written by an elementary math coach. The first chapter lays out the 10 guiding principles of being a successful math coach. One sentence, in particular, in the book really made an impact on me. "Our goal as math coaches is not to add a little spice, salt, or pepper to the stew of mathematics instruction, but instead alter the menu entirely. Children must understand and use tools of mathematics to make sense of their world." Although I do believe we need to add a little spice I think we do need to alter the menu. I believe that in order for the children to understand and use tools of mathematics we need to work with the teachers to ensure they know how to use the tools of mathematics. This coach states that after 10 years of trying to figure out this job she rarely does demonstration lessons, but focuses much more on coteaching lessons. I think after doing some of both I really agree with her that when you are co teaching the teachers are more involved, and therefore more eager to try new things. Another lesson that they say to do is to respect teachers different ways of organizing and teaching you are a guest in their room. I find this key to building any type of a professional relationship. I am very comfortable saying that my way is not always the right way, lets look at what the teacher is doing and work with what they already have. If you try to change everything about their teaching the only thing that will happen is that you will not be invited back again. Work with the good you can find, and make them comfortable with learning and trying something new. Communication with the administration is key, especially making sure they expect some confusion when the students are trying to learn somethign new.
 * This book confirmed our beliefs about coaching.
 * Co-Teaching vs Modeling: This book noted a specific insight on co-teaching. We agree that when we model with teachers, the teachers only watch the teacher. However with co-teaching, the teacher is an active participant and is able to monitor and interact with students. We believe that teachers can learn a lot more from us by co-teaching than by modeling. The delivery in this book about co-teaching shows how powerful it can be when teachers are active participants in their learning.
 * Teachers really need to participate in planning lessons as well to ensure ownership of the lesson.
 * Teachers should take the opportunities to further their education by continually going to trainings to better their teaching.
 * Well noted: it's important that we, the math coaches, continue to collaborate. In addition it's important for the coaches and teachers to collaborate. It's very important that we collaborate between the schools, across the district.
 * The last chapter, From the Trenches, helped by noting lessons learned through coaching.
 * Idea: During math department meetings, have articles for math teachers to read and then discuss - can include reading apprenticeship strategies, jigsaw, etc.
 * We did not have an opportunity to meet as a group however we all read the same book, and plan on meeting after the coaches meeting on Thursday the 16th.**
 * Kate Boyle:**
 * Kate Boyle:**

Chapter two The Math Bulletin Board offers a way of looking at work across grade levels. I think that through the 4-sight grading and looking at open ended responses as a house has opened the eyes of some teachers with regards to expectations. I think it is important to share across grade level teams, for the same purpose. It always amazes me the differences in teacher expectations of their class.

I am anxious to talk to Holly about Chapter 3 because it is titled Coaching a Middle School Math Team, I would like to know what she thought about this chapter.

Chapter 4 Helping Reluctant Teachers

__Holly Bergin__

Chapter 1 discussed 10 guiding principles to keep in mind when working as a math coach. I liked how this chapter was set up with the author describing the principle and then giving specific suggestions for the principle. As I read through these, I reflected on each one to see if it was something I am currently doing or if it is something I could incorporate into what I do. I really liked the point she made about parents being an untapped resource. One of her suggestions was to let parents know that it is not helpful for them to tell their children they were not good at math. I agree that we need to help parents understand that every child can be successful at math. The second chapter discussed the idea of a math bulletin board. I was thinking about how I could incorporate something like this into our faculty workshops next year. An activity like this would help with our articulation between the grade levels in the middle school. I also think it would be powerful for us to do something like this K-12. The chapter on coaching a middle school math team reinforced what we learned in Coaching Academy #1 about professional learning communities. Even though it reinforced the ideas, it was helpful to be able to read about the creation of this particular group from start to finish. It also helped me to see how the coach could be more of a facilitator instead of the sole leader. Chapter 4 discussed helping the reluctant teacher. I liked how she used “nudge and support” to describe what you as the coach are trying to do with these reluctant teachers. Instead of trying to push these teachers where you want them to go, you gently nudge them along, while supporting them through the change.

//Math Tools, Grade 3-12: 64 Ways to Differentiate Instruction & Increase Student Engagement// by Silver, Brunsting, Walsh
Please list discussion sessions held prior to the April 16th Coaching Workshop. Provide a summary of discussion. Each person should make one posting related to the reading conducted up to April 16th.

=Postings=