Have a Coach and a Smile!

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Tim Scripko, York, PA

This year I have been assigned my fifth school for which I am providing coaching. When I first started coaching, I was a little apprehensive and wondered if this was really for me. My viewpoint of coaching quickly changed once I got into the classrooms working with the students and the teachers. This is when I realized how rewarding the coaching experience could be.

Coaching is a great opportunity where teachers are able to partner with a coach to receive feedback in a nonthreatening environment. The relationship between the coach and the teacher is one of trust and the belief that the coach is there to help impact student learning and achievement, which is the focus of every teacher. Without this trust, nothing will get accomplished. It is good for the teachers to have someone come in from the outside that has no connection to the school and provide unbiased guidance and suggestions. At this point in my coaching assignments, the experiences have been both very positive, and filled with growth in student achievement. This has been accomplished because the teachers have been very open to an extra set of eyes and outside support.

When I complete the coaching cycle with the school, I still have contact with many of the teachers. They may have questions, concerns, or just need some advice. This has occurred because of that relationship of trust that was established during the coaching process. I have recommended some teachers be TLs and supported a teacher to be part of the TRC. The best part has been when I have received that email or phone call telling me how well their students are doing or have done. This is when I reflect on the coaching and just smile….so have a coach and a smile!

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Algebra Tiles Session

  • Used throughout CPM middle and high school courses
  • Concrete, geometric representation of algebraic concepts.
  • Two-hour virtual session,
  •  Learn how students build their conceptual understanding of simplifying algebraic expressions
  • Solving equations using these tools.  
  • Determining perimeter,
  • Combining like terms,
  • Comparing expressions,
  • Solving equations
  • Use an area model to multiply polynomials,
  • Factor quadratics and other polynomials, and
  • Complete the square.
  • Support the transition from a concrete (manipulative) representation to an abstract model of mathematics..

Foundations for Implementation

This professional learning is designed for teachers as they begin their implementation of CPM. This series contains multiple components and is grounded in multiple active experiences delivered over the first year. This learning experience will encourage teachers to adjust their instructional practices, expand their content knowledge, and challenge their beliefs about teaching and learning. Teachers and leaders will gain first-hand experience with CPM with emphasis on what they will be teaching. Throughout this series educators will experience the mathematics, consider instructional practices, and learn about the classroom environment necessary for a successful implementation of CPM curriculum resources.

Page 2 of the Professional Learning Progression (PDF) describes all of the components of this learning event and the additional support available. Teachers new to a course, but have previously attended Foundations for Implementation, can choose to engage in the course Content Modules in the Professional Learning Portal rather than attending the entire series of learning events again.


Building on Instructional Practice Series

This series contains three different courses, taken in either order. The courses are designed for schools and teachers with a minimum of one year of experience teaching with CPM curriculum materials. Teachers will develop further understanding of strategies and tools for instructional practices and assessment.

Building on Equity

In this course, participants will learn how to include equitable practices in their  classroom and support traditionally underserved students in becoming leaders of their own learning. Participants will reflect on how their math identity and mindsets impact student learning. They will begin working on a plan for implementing Chapter 1 that creates an equitable classroom culture and curate strategies for supporting all students in becoming leaders of their own learning. Follow-up during the school year will support ongoing implementation of equitable classroom practices.

Building on Assessment

In this course, participants will apply assessment research to develop methods to provide feedback to students and to inform equitable assessment decisions. Participants will develop assessment action plans that will encourage continued collaboration within their learning community.

Building on Discourse

This professional learning builds upon the Foundations for Implementation Series by improving teachers’ ability to facilitate meaningful mathematical discourse. This learning experience will encourage participants to adjust their instructional practices in the areas of sharing math authority, developing independent learners, and the creation of equitable classroom environments. Participants will plan for student learning by using teaching practices such as posing purposeful questioning, supporting productive struggle, and facilitating meaningful mathematical discourse. In doing so, participants learn to support students collaboratively engaged with rigorous, team-worthy tasks with all elements of the Effective Mathematics Teaching Practices.