Coaching for OUR 6-8 / IM 6-12 Math

Overview

In the transition to implementing the OUR 6-8/IM 6-12 Math Curriculum, the needs of educators vary greatly based on their experience, learning style, and mindset. BetterLesson’s one-to-one virtual coaching is designed to support each participant with what they need, as opposed to a one-size-fit all approach.

BetterLesson Coaching for Teachers

BetterLesson Coaching supports teachers through every step of curriculum implementation, helping them establish a strong understanding of the why and the how behind the curriculum design. Participants are supported to identify their own needs, and then to narrow their focus during coaching sessions to work towards concrete goals that develop both their own learning and that of their students. 

BetterLesson Coaching for Leaders

BetterLesson Coaching supports leaders to become skilled facilitators of continuous adult learning while building a strong understanding of the structures and pedagogies in the curriculum. With the support of their BetterLesson Coach, leaders will develop the competencies, resources, and depth of understanding required to support teachers to implement the curriculum effectively.

In coaching, participants will:

• Define their personal goals for what they need to learn about the OUR 6-8/IM 6-12 Math Curriculum to support student learning
• Explore their personal practice, and strategies for making specific shifts around their curriculum implementation that have the potential to move them closer to their goals
• Build and get feedback on detailed plans for using the strategies they choose to try

Audience

Coaching around the OUR 6-8/IM 6-12 Math Curriculum is available for any educator- teacher, specialist, or school leader – who is working with the curriculum in some capacity. While the focus of coaching may shift based on whether an educator is just starting out with the curriculum or has been using it for a year or two, the coaching conversations will be equally beneficial for participants with different levels of experience. 

Specifications

• Bi-weekly, 30-minute virtual coaching sessions 
• Half-Year (Approximately 7 sessions)
• Full Year (Approximately 14 sessions)

Outcomes

While workshops introduce participants to ideas to build their awareness, and give them time to explore and reflect collaboratively to develop understanding, coaching is an ongoing learning experience that supports educators as they apply key ideas and helps them move closer to ownership of the curriculum and the principles it represents. 

Potential outcomes for leaders: 

• Vision: Leaders communicate a clear vision and action plan for successful implementation of the curriculum that will lead to student growth and achievement 
• Resources: Leaders ensure that teachers have materials, time, structures and supports for effectively planning and teaching with the curriculum
• Communication: Leaders regularly gather and respond to feedback from diverse stakeholders on curriculum implementation 
• Professional Learning: Leaders provide teachers with regular opportunities for professional learning and collaboration 
• Assessing Progress: Leaders participate in regular classroom walkthroughs and use the trends identified to inform plans for professional learning

Potential outcomes for teachers: 

• Mindset: Teachers believe a problem-based curriculum is an effective tool for student-centered math instruction
• Curriculum Design: Teachers understand how the units, lessons, and activities are designed to support problem-based learning
• Strategic Planning: Teachers understand the purpose of each of the curriculum materials and use them in both their long-term and daily planning
• Classroom Culture: Teachers build a classroom culture that supports positive student mindsets about math
• Problem-Based Facilitation: Teachers facilitate classroom activities in a way that allows students grapple with problems and learn from each other’s thinking
• Student Discourse: Teachers use instructional routines, including the 5 Practices and Math Language Routines, to structure student discourse 
• Using Data: Teachers use data and student work products to inform instructional decisions
• Differentiation: Teachers plan strategically to meet the needs of all learners

Learning Experience

The overarching structure coaches follow is “Try, Measure, Learn.” This structure ensures, through principles of action research and facilitative coaching, that educators can articulate and work towards their own goals. Participants and coaches work together to narrow in on a focus area, identify an actionable strategy to put into practice, and then come back together to reflect and learn from the “Try.” Ultimately, we know that supporting educators in studying both the content and pedagogy of the curriculum in this way will support their successful implementation over time, and have more impact on students than if coaching conversations were simply “question and answer” sessions.