KCM Coaching Program A Statewide Commitment to Improving

KCM Coaching Program A State-wide Commitment to Improving Mathematics Professional Development

Specific Benefits n n n Coaching gives schools the ability to share, every day, the skills of a highly qualified peer with an entire elementary school or mathematics department. The coach serves as a catalyst for building collaborative and reflective teachers of mathematics. Training becomes personalized since the coach derives goals from the teachers’ work with their students.

Specific Benefits continued n Coaching builds on a decade of research that suggests school-based, job-embedded training is the best way to sharpen teacher skills and raise student achievement. (Making Our Own Road, Richard, 2003) n n Professional development for teachers is ongoing which ensures ideas become actions. Flexibility allows coaching strategies to be aligned with schools’ instructional goals and Kentucky’s core content.

Coaching Support n Summer Training ¡ n Follow-up Training ¡ n Three 2 -day training sessions are planned during the ’ 06 -07 school year where teachers will further refine their coaching skills Affinity Groups ¡ n Two weeks of training specific to Kentucky Standards, coaching skills and instructional strategies Weekly conferences via the internet where coaches can network, share ideas and discuss strategies with other coaches The Kentucky Center for Mathematics ¡ Established in February 2006 at Northern Kentucky University to support all facets of mathematics education in Kentucky

Staffing Options n n The best case is for a mathematics coach to support one or possibly two schools (buildings) with time split equally between teaching and coaching. This may create a need for a ½ time mathematics teacher to fill the reassigned time given to the coach.

Staffing Options Many interested school districts are finding it difficult to work around budget and staffing constraints. The following options have been suggested as possibilities by schools as part of a schoolwide coaching plan. These are offered to encourage you to consider creative ways to take advantage of coaching next year.

Staffing Options That Might be Considered if Part of a Viable Schoolwide Plan Working around budget and scheduling issues: n Have the mathematics coach split his/her time between teaching and coaching as suggested. Fill the half-time math opening with a retired teacher on a 100 -day contract. A school might also hire a retired teacher on a 100 -day contract to serve as the mathematics coach if this is part of a wellconstructed school coaching plan.

Staffing Options That Might be Considered if Part of a Viable Schoolwide Plan Working around budget and scheduling issues: n Use a curriculum specialist or an instructional supervisor, instead of a teacher, as a mathematics coach. This might be a fulltime role rather than a half-time coach/half-time teacher. This person should have half time to devote to mathematics coaching and might team teach and give demonstration lessons in the other teachers mathematics classrooms. If this option is chosen, make sure that teacher evaluations are not even remotely part of this person’s responsibilities.

Staffing Options That Might be Considered if Part of a Viable Schoolwide Plan Working around budget and scheduling issues: n Use a team of two or three teachers who would share coaching duties. Pay extra attention to the plan for this option. Integration will need to be carefully thought through and all teachers on the team would need to be given time to coach.

Staffing Options That Might be Considered if Part of a Viable Schoolwide Plan Working around budget and scheduling issues: n Partner up with local co-ops or schools to help fund a coach. Investigate Title I or II monies. Small districts could benefit from collaboration, but schools must ensure that a coach has ample time to impact all teachers involved.

Staffing Options Please call or email Gary Palmer to discuss alternative plans for establishing a coaching model in your school. Creative coaching structures that capture the intent of the program and are carefully weaved into school improvement plans will be considered. Preference will be given to schools who release teachers for ½ time to coach.

Funding The KCM pays for: n Training ¡ n n n Two-week session in the summer & three 2 -day follow-up sessions Travel, Meals, Lodging Stipend - $100 per day for the summer training Substitute pay for follow-up training Coaching Materials Conferencing equipment ¡ Web camera, Electronic notepad, headset

Training Dates Principal Training (2 days): 1) Summer Training (choose one – attend with coach) Monday – June 12 – NKU Monday – June 19 – Morehead Monday – July 24 – WKU 2) Follow-up Training (choose one – attend with coach) Monday – October 23 – WKU Thursday – October 26 – Morehead Thursday – November 2 – NKU

Training Dates Coach Training (10 days + 8 days follow-up): 1) Summer Training June 5 – 16 at Northern Kentucky University June 19 – 30 at Morehead State University July 17 – 28 at Western Kentucky University 2) Follow-up Training Check KCM Website

Applications n n n Applications are due May 5 Visit the KCM Website for more details: www. kentuckymathematics. org Please let KCM know today if you plan on submitting an application. Contact Gary Palmer: palmerg@nku. edu 859 -630 -1846

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