October+21,+2008

toc =Logistics=
 * Date:** October 21, 2008


 * Location:** Hattie Mae White Board Auditorium

=**Agenda**= 12:30 - 12:35 || Sign in/Write Win || Adults learn more effectively when they know the results of their efforts. || Coaches pick up WIN cards as they sign in, complete and submit before the meeting begins || sign in sheets WIN cards || || 12:35 - 12:45 || Norm/Focus || Confirm the coaching skills we will explore today: the language of effective teaching and what/how we observe || lecture/discussion || posted norms & agenda Previous week win cards Literacy Principal books || Tina || 12:45 - 1:15 || What happens in a conference? || Kelly's Coaching Conference || Video Analysis || DVD data || Anne as facilitator coaches as analysts || 1:15-2:15 || The Language of Effective Teaching || Bringing the research-based descriptions of student evidence of learning is a critical step in being able to talk with colleagues about what it means to be an effective teacher. A clear description of these standards are a foundational piece in cognitive coaching. || Round-robin discussion of small parts of domains within a group, then pairing of groups to formulate 3 options for both students and teachers in each criterion. Posting domains to the wiki enables a gallery walk through the domains around each available computer.
 * ** When? ** || ** What? ** || ** Why? ** || ** How? ** || ** What do I need? ** || ** Who? ** ||
 * // Time for activity // || // Name of activity // || // Objectives for activity // || // Methodology detail // || // Materials, supplies, handouts // || // Facilitator(s) // ||
 * 8:30 - 8:35
 * 8:35 - 8:45
 * 8:45 - 9:15
 * 9:15-10:15

30 minutes - Overview & Instructions 15 minutes - sub-group work 15 minutes - sub-group sharing within group, scribe puts into wiki || Format for capturing discussion (on wiki) || Coaches as developers || 2:30-2:50 || The Language of Effective Teaching (cont.) || To provide opportunity for each learning group to share their work with the whole group || Whole group share out with wiki pages shared on screen, 5 minutes per table
 * ** 10:15 - 10:30 **** / **** 2:15 - 2:30 **** - BREAK ** ||
 * 10:30-10:50

Guiding Question: What big ideas did you group discover as you worked? || projector & laptop connect to network/wiki || Coaches || 2:50-3:20 || Gathering Learning Data || Capturing learning data in a classroom observation || lecture/ discussion, then guided practice || DVD data long literacy commitment observation form || Anne with Coaches to practice || 3:20 - 3:25 || Debrief/Parking Lot
 * 10:50-11:20
 * 11:20 - 11:25

|| || Include: October 28th Campus Site Visit Directions || || Tina Angelo || 3:25 - 3:30 || Reflections || || Please use your Journals or the online form (see wiki) to reflect on the following questions: 1. What worked? 2. What didn’t work? 3. What will you take back to your campus? || || || =Reflections= media type="custom" key="2246557" =**Meeting Notes**= 21 attended the morning session. 28 attended the afternoon session Literacy Coaches not in attendance: The meeting was focused on coaching skills and was facilitated by Dr. Anne Coppenhaver of the University of Houston Clear Lake and had two foci:  Ø  Gives teachers a visual of what effective teaching actually looks like  Ø  Gives teachers that data to use to help them grow as teachers  Ø  Helps coaches know what observable behavior to look for in students  Ø  Communicates the research-based standards of effective teaching
 * 11:25 - 11:30
 * North: Heather Elliot (Marshall), Rosa Smith-Williams (Washington), Juliette Abramson(Sam Houston MST Center), Kynette Gray (Burbank), Tameika Ashford (Kashmere), Glenda Patrick (EO Smith)
 * South: Yvonne Phillips-Dupree (Sterling), Allison McCowan (Madison)
 * East: Angela Borzon (Furr), Mary Smith (Milby)
 * West: Lindsay Niedergeses (Lee), Vernita Ussin (Long), Terri Goodman (Challenge), Norma Gordon (Welch), Tonya Washington (Revere)
 * Central: Ted Williams (Lamar), Tanya Thompson (Rice), Alicia McAfee (Reagan), Mary Ridley (Ryan)
 * The Language of Effective Teaching as seen in the PDAS domains I-IV
 * Coaches viewed a video-taped coaching session between a coach and mentee
 * Coaches noticed that to be effective the coach was using questions to help his mentee analyze his own classroom observation data and come to his own conclusions, and that he was always neutral and non-evaluative (ie. no praise or criticism)
 * Dr. Coppenhaver stopped the tape at key points to question the coaches (eg. “How was the conversation different once the teacher read over the coach’s classroom observation data?).
 * Working in the Learning Groups established at the last meeting, coaches added observable, concrete teacher and student behaviors that would show evidence of the criteria in one domain.
 * Coaches conducted a Gallery Walk to observe and add to each of the domains
 * These observable behaviors are the basis of what a coach will look for in a classroom to observe evidence of student learning
 * Coaches brainstormed the usefulness of knowing the language of effective teaching:
 * Gathering Learning Data
 * Coaches received the long classroom observation form (see attached and also find on wiki)
 * Coaches practiced using the form by viewing a classroom situation
 * Dr. Coppenhaver emphasized the need to document neutral, non-evaluative information.