October+14,+2008

toc =Logistics=
 * Date:** October 14, 2008


 * Location:** Hattie Mae White Board Auditorium

=**Agenda**=

12:30 - 12:35 || Sign in/Write Win || To prepare for the work of the day || Coaches pick up “ WIN” cards as they sign in, complete and submit before the meeting begins || sign in sheets WIN cards || none || 12:35 - 12:45 || Norm/Focus || To establish the work of the day || lecture/discussion || posted norms || Tina || 12:45 - 1:15 || Intro to Cognitive Coaching || To give an overview of the nature of our jobs as coaches. || lecture discussion of WINS || Enhancing book || Anne || 1:15 - 2:00  || Adult Learners || To appreciate the unique needs of adult learners || Anne gives overview Individuals prioritize the list on page 10 Individuals journal about their #1 choice Lead Learner facilitates a Round Robin discussion of each coach's #1 choice (scribe) Lead Learner tallies up top three #1 choices, types into and saves on wiki Room facilitator helps Lead Learner create a wiki "table page" || one lap top red journals large paper wiki directions || Lead Learners and coaches || 2:15 - 3:15 || Language of Effective Teaching || To establish a common vocabulary within the coaching network based on PDAS || Anne gives overview Learning Pods receive their domain Learning Pods subdivide into partners with specific assignments Partners fill in just one example for each section Lead Learner types in group responses onto wiki page || lap top Enhancing book || Lead Learners and coaches || 3:15 - 3:25 |||||||||| Debrief/Parking Lot || 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="2906071" =Meeting Notes= Of the 85 current members of the network: 24 Attended the morning session (8:30-11:30) 34 Attended the afternoon session (12:30-3:30) 9 (out of 60) Coaches were absent (attendance required—all Tuesday meetings are mandatory for LC): This was the first in a series of 10 Cognitive Coaching meetings that the coaches will have with Dr. Anne Coppenhaver. Coaches were given a copy of the text that will be used //Enhancing Instructional Strategies through Cognitive Coaching in Houston ISD Literacy Coaching// (entire text can be found at https://literacyleads.wikispaces.com/Cognitive+Coaching Next Steps for Coaches:
 * ** 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 - 10:00
 * ** 10:00 - 10:15 **** / **** 2:00 - 2:15 **** - BREAK ** ||
 * 10:15 - 11:15
 * 11:15 - 11:25
 * 11:25 - 11:30
 * North: Rosa Smith-Williams (Washington)
 * South: Iretta Peters (Jones), Mary Batiste (Woodson)
 * West: Terri Goodman (Challenge), Jennifer Stephan (Sharpstown International)
 * Central: Tanya Thompson (Rice), Sofia D’Arcy (Clifton), Carolyn Thibeaux (Waltrip), Kimberly Booker (Black)
 * Coaches sat in Learning Teams of 6-10 members. Each Learning Team is facilitated by at least one veteran coach (or “lead learner”)
 * Dr. Coppenhaver reviewed the nature of the coaching position’s key functions that will be the focus of her work with the network:
 * Knowing how to properly observe a classroom
 * Being able to use the “language of effective teaching” as found in PDAS
 * Planning on how to help teachers learn to THINK reflectively about what they are doing in the classroom
 * Developing a bank of questions to use when conferencing with teachers
 * Practicing all of the above
 * Learning Teams read, prioritized and discussed the characteristics of Adult Learners. Learning Team top three characteristics were shared on the network wiki page during the meeting. Dr. C advised coaches to always view teachers through this lens and honor them as adult learners with unique needs.
 * The non-evaluative nature of coaching was discussed. This not only means not being critical (ie. “I don’t think that went well”) it also means not giving praise (ie. “I really liked that lesson). Both positive and negative are evaluative. To coach is to observe and use data to drive reflection.
 * Coaches reviewed the Stages in the Development of a Professional (Berlinger, 1988): Novice, Advanced Beginner, Competent, Proficiency, and Expert.
 * Novice: want to know the “context-free rules” (ie. “wait at least 3 seconds after asking a higher order question”)
 * Advanced Beginner: Context begins to guide actions
 * Competent: makes conscious choices and can determine what is and what is not important
 * Proficient: develop an “intuitive” sense of the situation.
 * Expert: show fluid performance
 * Dr. C stated that coaches would be working to move all teachers to the “competent” level where they can assist teachers to discover at least 3 options to their future actions.
 * Observe your faculty to become aware of their Adult Learner characteristics, their learning styles and their level of professional development.
 * Read the section on “Language of Effective Teaching” and begin filling in examples of teacher and student behavior.