bridgeport public schools ricardo rosa, director of mathematics rebecca feola, grant coordinator

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Bridgeport Public Schools Ricardo Rosa, Director of Mathematics Rebecca Feola, Grant Coordinator

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Page 1: Bridgeport Public Schools Ricardo Rosa, Director of Mathematics Rebecca Feola, Grant Coordinator

Bridgeport Public Schools Ricardo Rosa, Director of Mathematics Rebecca Feola, Grant Coordinator

Page 2: Bridgeport Public Schools Ricardo Rosa, Director of Mathematics Rebecca Feola, Grant Coordinator

DISTRICT PROFILENumber of Schools: 34

Number of Students: 21,722 % eligible for free/reduced-price school

lunch: 95% % designated as English Language

Learners: 10%

Number of Teachers: 1,423

Page 3: Bridgeport Public Schools Ricardo Rosa, Director of Mathematics Rebecca Feola, Grant Coordinator

STUDENT DEMOGRAPHICS

Page 4: Bridgeport Public Schools Ricardo Rosa, Director of Mathematics Rebecca Feola, Grant Coordinator

ACHIEVEMENT GAPAccording to the NCLB Act for the 2007-

2008 academic year, 82% of students should demonstrate proficiency in mathematics.

Only 57 % of Bridgeport students are currently meeting standards set by this law in K-8 (At/Above Proficiency)

Page 5: Bridgeport Public Schools Ricardo Rosa, Director of Mathematics Rebecca Feola, Grant Coordinator

DISTRICT INITIATIVESInstructional Coaches

27 full-time Coaches, only 15% hold a certification

in MathematicsCurriculum Mapping

Formative assessments (grades 3-8)

Data Driven Decision Making (DDDM)

Page 6: Bridgeport Public Schools Ricardo Rosa, Director of Mathematics Rebecca Feola, Grant Coordinator

Bridgeport Instructional Coaching Project

The overarching goal of this project is to train a cadre of teacher leaders that will provide classroom embedded professional development for teachers.

Page 7: Bridgeport Public Schools Ricardo Rosa, Director of Mathematics Rebecca Feola, Grant Coordinator

Bridgeport Instructional Coaching Model (BIC)PURPOSE:

To provide training for numeracy coaches in:

1)Content

2)Content-related pedagogy

3)Coaching theory/practice

Page 8: Bridgeport Public Schools Ricardo Rosa, Director of Mathematics Rebecca Feola, Grant Coordinator

MSP PROJECT GOAL #1: To create and conduct a Teacher Leadership Academy which will improve student achievement in mathematics by training Bridgeport’s numeracy coaches to upgrade effectiveness of mathematics teachers in grades 6-8 at their schools.

Page 9: Bridgeport Public Schools Ricardo Rosa, Director of Mathematics Rebecca Feola, Grant Coordinator

Goal #1 of MSP Project:

Page 10: Bridgeport Public Schools Ricardo Rosa, Director of Mathematics Rebecca Feola, Grant Coordinator

MSP PROJECT GOAL #2: To design, implement, and monitor an effective and comprehensive instructional coaching program in all of Bridgeport’s school.

Coaching Model

Page 11: Bridgeport Public Schools Ricardo Rosa, Director of Mathematics Rebecca Feola, Grant Coordinator

Goal #2 of MSP Project:

Page 12: Bridgeport Public Schools Ricardo Rosa, Director of Mathematics Rebecca Feola, Grant Coordinator

Next StepsMeasure coaches’ ability to effectively

implement Bridgeport’s Instructional Coaching Model with fidelity and competence.

Compare the achievement of students in classes where teachers work closely together with a coach versus others that did not receive services.

Page 13: Bridgeport Public Schools Ricardo Rosa, Director of Mathematics Rebecca Feola, Grant Coordinator

LABSITEA Lab-Site will be defined as a learning center,

conducted at a designated school, where 3-4 coaches will get together 4 times throughout the academic year to implement instructional coaching with the assistance of other coaches

Purpose: vehicle for support through direct observation of coaching in action. The implementation of the lab sites will allow coaches to polish the tools of their craft with the help of other “critical friends” colleagues and allow other coaches to view coaching sessions and learn from the feedback provided by their peers.

Page 14: Bridgeport Public Schools Ricardo Rosa, Director of Mathematics Rebecca Feola, Grant Coordinator

Fishbowl Learning:

The fishbowl is when an exemplar group demonstrates

to their onlookers what effective coaching would look

like and the steps that should be followed.

Page 15: Bridgeport Public Schools Ricardo Rosa, Director of Mathematics Rebecca Feola, Grant Coordinator

LABSITE ROLESPARTICIPATING COACHCLASSROOM TEACHERFACILITATOROBSERVERS

Curriculum Specialists Numeracy Coaches Building Administrators Director of Mathematics

Page 16: Bridgeport Public Schools Ricardo Rosa, Director of Mathematics Rebecca Feola, Grant Coordinator

BRIDGEPORT LABSITE PROTOCOLPURPOSE:

To allow coaches to polish the tools of their craft with the help of their colleagues.

 To allow coaches to view part of a coaching

sessions and learn from the feedback provided by peers.

 

Page 17: Bridgeport Public Schools Ricardo Rosa, Director of Mathematics Rebecca Feola, Grant Coordinator

STEP 1:  Introduction (2-3 minutes) Facilitator briefly introduces protocol goals

and reviews ground rules, guidelines and schedule.

Page 18: Bridgeport Public Schools Ricardo Rosa, Director of Mathematics Rebecca Feola, Grant Coordinator

STEP 2:Discussion of Lab site Purpose and Focusing Question

(10 minutes)   During this part the leading coach will facilitate

information about the lesson as well as the teacher. The information provided by the leading coach will include particulars about the lesson itself as well as prior work done between the coach and teacher.

Presenting coach describes background of the prior session with this teacher. He/she provides an overview of the lesson and or classroom if needed and poses their focusing question.

Presenting coach will also define or describe his/her role during the lesson.

Participants are silent.

Page 19: Bridgeport Public Schools Ricardo Rosa, Director of Mathematics Rebecca Feola, Grant Coordinator

STEP 3:Clarifying Questions (5 minutes)Participants have an opportunity to ask further

clarifying questions that may arise from their reflection. (i.e. questions that involve more than a very brief, factual answer).

Presenting coach will answer questions. Facilitator judges which questions more

properly belong in the Debriefing section of this process (step 7) (i.e. questions that involve more than a very brief, factual answer).

Page 20: Bridgeport Public Schools Ricardo Rosa, Director of Mathematics Rebecca Feola, Grant Coordinator

STEP 4:

Viewing of Lesson (60 Minutes) All members of the team will view lesson.

Participants will take notes to provide feedback in the focusing questions.

Page 21: Bridgeport Public Schools Ricardo Rosa, Director of Mathematics Rebecca Feola, Grant Coordinator

STEP 5 Post-Conference (30 Minutes) (Coverage for the

classroom teacher is needed during this step)Coach and teacher confer about session. They will

discuss the various issues that arrived as well as those discussed on the Pre-conference stage of the coaching cycle

Participants will observe silently during conversation and take notes to present during the debriefing stage.

The Post-Conference should lead to a Pre-Conference of the coaching cycle by highlighting the steps for upcoming sessions

 NOTE: The coach and teacher reflect individually

after the Post-Conference

Page 22: Bridgeport Public Schools Ricardo Rosa, Director of Mathematics Rebecca Feola, Grant Coordinator

STEP 6: Pause to Reflect ( 5 minutes)

Participants reflect individually about the lesson and clarifying question.

Page 23: Bridgeport Public Schools Ricardo Rosa, Director of Mathematics Rebecca Feola, Grant Coordinator

STEP 7:Debriefing (15 minutes) Participants share feedback while the

presenting coach is silent. The focus of the feedback and conversation will be around the focusing question.

Facilitator may remind participants of the presenting coach’s focusing question (step 2).

Page 24: Bridgeport Public Schools Ricardo Rosa, Director of Mathematics Rebecca Feola, Grant Coordinator

STEP 8:Response by Presenting Coach (10

minutes)

Presenting coach speaks to those comments/questions he or she chooses to provide by the group.

Facilitator may intervene to focus, clarify etc. Participants are silent.

Page 25: Bridgeport Public Schools Ricardo Rosa, Director of Mathematics Rebecca Feola, Grant Coordinator

STEP 9:Conclusion (10 minutes) Facilitator leads an open discussion of the

experience the group has shared: What was effective? What concerns did the process raise? “How did the protocol experience compare with what you expected?” - the group discusses any positive reactions, frustrations, or misunderstandings participants have experienced. More general discussion of the protocol may develop.

The session concludes with acknowledgement of and thanks to the presenting teacher

Page 27: Bridgeport Public Schools Ricardo Rosa, Director of Mathematics Rebecca Feola, Grant Coordinator

Disclaimer

“The instructional practices and assessments discussed or shown in these presentations are not intended as an endorsement of the U.S. Department of Education.”