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Welcome
New Support Provider
Coaching for Induction I
October 17, 2013

SAN JOSE UNIFIED
SCHOOL DISTRICT

INSPIRING AND PR...
Meeting Goal
Build Support Provider mentoring skills to
invite thinking in order to empower
Participating Teachers to grow...
What learning do you think your PT
walked away with at the end of your last
session?
Stances for growth

Language for growth
Learning focused relationships
accelerate teacher growth
Mentoring Matters
In trios, all read introduction and:
•

A-Offer...

“The most important function for mentors is
to embrace a growth orientation,
understanding their work is to increase the...
The continuum of learning focused interactions
describes and guides conversations.
Calibrate

Information & Analysis

Cons...
Video Processing Question

Partner A: What are you noticing on each
stance of the continuum?
Partner B: Script questions t...
Learning focused stances coach to
consult

Inspiring and Preparing ALL Students to Succeed in a Global Society
Learning Focused Stances
Multi-Stance

Inspiring and Preparing ALL Students to Succeed in a Global Society
The continuum of learning focused interactions
describes and guides conversations.
Calibrate

Information & Analysis

Cons...
Pronoun:
You

COACH

• Supports the beginning teacher’s
underlying thinking
• Increases the beginning teacher’s
ability to...
Pronouns:
Us, Our,
We

COLLABORATE

• Involves shared analysis, problemsolving, decision-making and
reflection
• Supports ...
Pronoun:
I

CONSULT

• provides the essential information and
or resources to support learning for
the beginning teacher
Pronoun:
It, They

CALIBRATE

• Articulates standards
• Uses data to identify gaps between
expected standards and present
...
Stances for growth

Language for growth
Use mediational language to open
thinking
Use mediational language to open
thinking
“How do you think your students did?”
“What are some of your conclusions about y...
Use mediational language to open
thinking
“How do you think your students did?”
“What are some of your conclusions about y...
Use mediational language to open
thinking
“How do you think your students did?”
“What are some of your conclusions about y...
Use mediational language to open
thinking
“How do you think your students did?”
“What are some of your conclusions about y...
Use mediational language to open
thinking
“How do you think your students did?”
“As you analyze your student work, what ar...
Use mediational language to open
thinking
“How do you think your students did?”
“As you analyze your student work, what ar...
Use mediational language to open
thinking
“How do you think your students did?”
“As you analyze your student work, what ar...
Use mediational language to open
thinking
“How do you think your students did?”
“As you analyze your student work, what ar...
Invitation

Cognition

How might
What would
What are some
In what ways
How might you
As you
What seems
What are your

Pred...
Break
Stances for growth

Language for growth
Use the Continuum of Teaching
Practice
to promotes teacher growth
Think of a recent critical incident
with your PT.
A.
B.
...
Invitation

Cognition

How might
What would
What are some
In what ways
How might you
As you
What seems
What are your

Pred...
Use the Continuum of Teaching
Practice
to promotes teacher growth
Think of a recent critical incident
with your PT.
C.
A.
...
Invitation

Cognition

How might
What would
What are some
In what ways
How might you
As you
What seems
What are your

Pred...
Use the Continuum of Teaching
Practice
to promotes teacher growth
Think of a recent critical incident
with your PT.
B.
C.
...
Invitation

Cognition

How might
What would
What are some
In what ways
How might you
As you
What seems
What are your

Pred...
What are some things you noticed in
each of the roles?
How did hearing the questions shift
your understanding of the criti...
How can you use these strategies to
empower your PT to grow in their craft?
Snowball Fight!

• Crumple up paper into a snow ball
• On the signal, begin throwing your
snowballs!
• At the second signa...
Closure

• Evaluations
• Upcoming Trainings
• Year 2 PTs with SP: October 21, 22, 24
• ECO & Year 1 SP: November 7*, 12*,
...
Invitation

Cognition

How might
What would
What are some
In what ways
How might you
As you
What seems
What are your

Pred...
The continuum of learning focused interactions
describes and guides conversations.
Calibrate

Information & Analysis

Cons...
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New SP coaching for induction 1 2013

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October 17, 2013

Published in: Education, Technology
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New SP coaching for induction 1 2013

  1. 1. Welcome New Support Provider Coaching for Induction I October 17, 2013 SAN JOSE UNIFIED SCHOOL DISTRICT INSPIRING AND PREPARING ALL STUDENTS TO SUCCEED IN A GLOBAL SOCIETY
  2. 2. Meeting Goal Build Support Provider mentoring skills to invite thinking in order to empower Participating Teachers to grow in their craft
  3. 3. What learning do you think your PT walked away with at the end of your last session?
  4. 4. Stances for growth Language for growth
  5. 5. Learning focused relationships accelerate teacher growth Mentoring Matters In trios, all read introduction and: • A-Offering Support • B-Creating Challenge • C-Facilitating Professional Vision Triad read, share, whole group share of applications to your work as a mentor
  6. 6.  “The most important function for mentors is to embrace a growth orientation, understanding their work is to increase their colleagues effectiveness as a professional problem solver and decision maker.” - Laura Lipton, 2010 
  7. 7. The continuum of learning focused interactions describes and guides conversations. Calibrate Information & Analysis Consult Collaborate Coach
  8. 8. Video Processing Question Partner A: What are you noticing on each stance of the continuum? Partner B: Script questions that the mentor is asking.
  9. 9. Learning focused stances coach to consult Inspiring and Preparing ALL Students to Succeed in a Global Society
  10. 10. Learning Focused Stances Multi-Stance Inspiring and Preparing ALL Students to Succeed in a Global Society
  11. 11. The continuum of learning focused interactions describes and guides conversations. Calibrate Information & Analysis Consult Collaborate Coach
  12. 12. Pronoun: You COACH • Supports the beginning teacher’s underlying thinking • Increases the beginning teacher’s ability to plan • Allows the beginning teacher to reflect on practice and make instructional decisions
  13. 13. Pronouns: Us, Our, We COLLABORATE • Involves shared analysis, problemsolving, decision-making and reflection • Supports mutual learning, mutual growth and mutual respect
  14. 14. Pronoun: I CONSULT • provides the essential information and or resources to support learning for the beginning teacher
  15. 15. Pronoun: It, They CALIBRATE • Articulates standards • Uses data to identify gaps between expected standards and present results • Defines problems • Prescribing results
  16. 16. Stances for growth Language for growth
  17. 17. Use mediational language to open thinking
  18. 18. Use mediational language to open thinking “How do you think your students did?” “What are some of your conclusions about your students’ learning on this formative assessment?”
  19. 19. Use mediational language to open thinking “How do you think your students did?” “What are some of your conclusions about your students’ learning on this formative assessment?”
  20. 20. Use mediational language to open thinking “How do you think your students did?” “What are some of your conclusions about your students’ learning on this formative assessment?”
  21. 21. Use mediational language to open thinking “How do you think your students did?” “What are some of your conclusions about your students’ learning on this formative assessment?”
  22. 22. Use mediational language to open thinking “How do you think your students did?” “As you analyze your student work, what are some of your conclusions about the structure of your lesson?”
  23. 23. Use mediational language to open thinking “How do you think your students did?” “As you analyze your student work, what are some of your conclusions about the structure of your lesson?”
  24. 24. Use mediational language to open thinking “How do you think your students did?” “As you analyze your student work, what are some of your conclusions about the structure of your lesson?”
  25. 25. Use mediational language to open thinking “How do you think your students did?” “As you analyze your student work, what are some of your conclusions about the structure of your lesson?”
  26. 26. Invitation Cognition How might What would What are some In what ways How might you As you What seems What are your Predict Recall Select Describe Sequence Compare/contra st Analyze Prioritize Summarize Conclude Generalize Connect Apply Topic Student work Assessment results Performance standards Observations Concerns Student behavior Lesson Event Curriculum Materials
  27. 27. Break
  28. 28. Stances for growth Language for growth
  29. 29. Use the Continuum of Teaching Practice to promotes teacher growth Think of a recent critical incident with your PT. A. B. Describe critical incident (2 m) Craft questions using stems (3 m) C.1 Script questions C.2 Reflection (2m)
  30. 30. Invitation Cognition How might What would What are some In what ways How might you As you What seems What are your Predict Recall Select Describe Sequence Compare/contra st Analyze Prioritize Summarize Conclude Generalize Connect Apply Topic Student work Assessment results Performance standards Observations Concerns Student behavior Lesson Event Curriculum Materials
  31. 31. Use the Continuum of Teaching Practice to promotes teacher growth Think of a recent critical incident with your PT. C. A. m) B.1 B.2 Describe critical incident (2 m) Craft questions using stems (3 Script questions Reflection (2m)
  32. 32. Invitation Cognition How might What would What are some In what ways How might you As you What seems What are your Predict Recall Select Describe Sequence Compare/contra st Analyze Prioritize Summarize Conclude Generalize Connect Apply Topic Student work Assessment results Performance standards Observations Concerns Student behavior Lesson Event Curriculum Materials
  33. 33. Use the Continuum of Teaching Practice to promotes teacher growth Think of a recent critical incident with your PT. B. C. m) A.1 A.2 Describe critical incident (2 m) Craft questions using stems (3 Script questions Reflection (2m)
  34. 34. Invitation Cognition How might What would What are some In what ways How might you As you What seems What are your Predict Recall Select Describe Sequence Compare/contra st Analyze Prioritize Summarize Conclude Generalize Connect Apply Topic Student work Assessment results Performance standards Observations Concerns Student behavior Lesson Event Curriculum Materials
  35. 35. What are some things you noticed in each of the roles? How did hearing the questions shift your understanding of the critical incident?
  36. 36. How can you use these strategies to empower your PT to grow in their craft?
  37. 37. Snowball Fight! • Crumple up paper into a snow ball • On the signal, begin throwing your snowballs! • At the second signal, stop & pick up two snowballs around you • Forming a group of 2 – 3 people, take turns sharing and discussing the snowball ideas with your group
  38. 38. Closure • Evaluations • Upcoming Trainings • Year 2 PTs with SP: October 21, 22, 24 • ECO & Year 1 SP: November 7*, 12*, December 2, 3, 4
  39. 39. Invitation Cognition How might What would What are some In what ways How might you As you What seems What are your Predict Recall Select Describe Sequence Compare/contra st Analyze Prioritize Summarize Conclude Generalize Connect Apply Topic Student work Assessment results Performance standards Observations Concerns Student behavior Lesson Event Curriculum Materials
  40. 40. The continuum of learning focused interactions describes and guides conversations. Calibrate Information & Analysis Consult Collaborate Coach

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