coaching conversations: paraphrasing

Coaching Conversations:Paraphrasing

Laura MalyCynthia Cuellar Rodriguez

November Academic Coach-Math TrainingNovember 2, 2012

Prim

e Le

ader

ship

Fr

amew

ork

“A single mathematics education leader can have an incredible impact

on the development and effectiveness of others.”

Why

Coa

ch?

To support the teacher’s idea production, instructional decision-making, and ability to reflect on practice.

To increase the ability of the teacher to self-coach and become a self-directed learner.

Lipton & Wellman

Learning Intention: We are deepening our understanding of how to utilize effective coaching skills in a learning focused conversation.

Success Criteria: We know we are successful when we can prepare for an effective conversation with teachers according to their needs to ensure meaningful mathematics instruction.

Coac

hing

Cue

s Approachable voice Attending fully Maintaining eye contact Using the pronoun “you” Plural forms Exploratory language Positive presuppositions

Lipton & Wellman

Why

Par

aphr

ase?

The purposeful use of paraphrase signals our full attention. It communicates that we understand the teacher’s thoughts, concerns, questions and ideas; or that we are trying to. Well-crafted paraphrases align the speaker and responder, establishing understanding and communicating regard.

Lipton & Wellman

Para

phra

sing

Revie

w

Acknowledging and Clarifying You’re noticing that… In other words…

Summarizing and Organizing For you then, several themes

are emerging… There seem to be two key

issues here… Shifting Levels of

Abstraction A value for you would be… A specific example for you

would be…

Learning Focused Conversations

Learning Focused Conversation

Working in Triads, have a learning focused conversation. Roles:

Speaker shares the concern Coach paraphrases Scribe records paraphrases

Rotate roles when directed 2 minutes for speaker and coach to engage in a

conversation while scribe records the paraphrases. 2 minutes for the scribe to share paraphrases and

triad to discuss: The types of paraphrases used by the coach. Which paraphrase(s) helped the speaker trigger more

thoughtful responses?

Learning Focused Conversation: Give Me Five

How will this coaching conversation help you be a more effective leader?

How was this coaching conversation different than what will happen in your school?

Prim

e Le

ader

ship

Fr

amew

ork

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

Learning Intention: We are deepening our understanding of how to utilize effective coaching skills in a learning focused conversation.

Success Criteria: We know we are successful when we can prepare for an effective conversation with teachers according to their needs to ensure meaningful mathematics instruction.

Milwaukee Public SchoolsCoaching Conversations: Paraphrasing

MPS Board of School Directors

Dr. 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 Team

Dr. Gregory Thornton, Superintendent

Naomi Gubernick, Chief of StaffDarienne Driver, Chief Innovation OfficerTina Flood, Interim Chief Academic OfficerDr. Karen Jackson, Chief Human Resources OfficerMichelle Nate, Chief Operations OfficerGerald Pace, Esq., Chief Financial OfficerAnita Pietrykowski, Director, School AdministrationDenise Callaway, Communications & PartnershipsPatricia Gill, Executive Director, Family Services Sue Saller, Coordinator to the Superintendent