What were math coaches doing during distance learning?

[Anonymous]

I have no idea what the match coach at our school was doing during g the shut down. She notified the math teachers a few times to let us know of some trainings that the county was offering, but other than that we never heard from her. Does anyone have an inkling what the math coaches at their school were doing this spring?

[Anonymous]

The math specialist at our school was filling in for a teacher who was caring for a family member. She was teaching a live class Monday- Thursday and holding daily office hours.

[Anonymous]

Our elementary math coach met with each team weekly to help plan both synchronous and asynchronous learning. We taught in 2 30-minute segments (one in the AM, one in the PM) She co-taught with several grade level teachers each day.

[Anonymous]

Anonymous wrote:Our elementary math coach met with each team weekly to help plan both synchronous and asynchronous learning. We taught in 2 30-minute segments (one in the AM, one in the PM) She co-taught with several grade level teachers each day.

How did she do-teach. Did she help lead Zoom sessions? I’m having a hard time picturing what co-teaching looks like during a Zoom session.

[Anonymous]

Ours led a few meetings per week. I’m not really sure what else other than that.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Our elementary math coach met with each team weekly to help plan both synchronous and asynchronous learning. We taught in 2 30-minute segments (one in the AM, one in the PM) She co-taught with several grade level teachers each day.

How did she do-teach. Did she help lead Zoom sessions? I’m having a hard time picturing what co-teaching looks like during a Zoom session.

I co-taught this year. While the teacher presented the lesson, I did tech stuff like mute everyone, call on raised hands, answered tech issues via text, took attendance. I would teach the phonics part of our lessons too.

[Anonymous]

There needs to be no math or literacy coaches, or any teachers on any special assignments in the fall. They all should have classrooms- use every available space to try and decrease class sizes so more kids can be on campus.

First grade is such an important year to learn to read and it is hard to teach reading online. I think literacy coaches and intervention teachers all need to teach first grade so class size in first grade can be reduced down to 15. First graders could then attend full time five days a week.

[Anonymous]

Our math coach ran a school STEM Fair since the real one was cancelled.

[Anonymous]

Our math coach and other resource teachers pretty much did nothing. It was frustrating, but oh well, not much I can do about it.

[Anonymous]

Anonymous wrote:There needs to be no math or literacy coaches, or any teachers on any special assignments in the fall. They all should have classrooms- use every available space to try and decrease class sizes so more kids can be on campus.

First grade is such an important year to learn to read and it is hard to teach reading online. I think literacy coaches and intervention teachers all need to teach first grade so class size in first grade can be reduced down to 15. First graders could then attend full time five days a week.

You're acting like there's an infinite number of classrooms. There aren't. Hence the overcrowding in the first place.

[Anonymous]

Anonymous wrote:There needs to be no math or literacy coaches, or any teachers on any special assignments in the fall. They all should have classrooms- use every available space to try and decrease class sizes so more kids can be on campus.

First grade is such an important year to learn to read and it is hard to teach reading online. I think literacy coaches and intervention teachers all need to teach first grade so class size in first grade can be reduced down to 15. First graders could then attend full time five days a week.

Sounds like a good idea but we would need to set up tents outside or teach in the hallway to make this happen.

[Anonymous]

Mine went into school quite a lot of days to prep technology for distribution. Sounds easy but it involved resetting and setting up each individual device, barcoding and matching serial numbers, etc. She certainly worked more hours in the building than I did at home.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Our elementary math coach met with each team weekly to help plan both synchronous and asynchronous learning. We taught in 2 30-minute segments (one in the AM, one in the PM) She co-taught with several grade level teachers each day.

How did she do-teach. Did she help lead Zoom sessions? I’m having a hard time picturing what co-teaching looks like during a Zoom session.

I can't speak to math coaches, but as a special educator, I can tell you what co-teaching looks like in my school a live type session.

During the portion of the class where the primary teacher is addressing the whole class (e.g. speaking through the powerpoint), I'm monitoring the kids with disabilities, and providing behind the scene feedback to both those kids (we use a google platform, so I send them google hangouts messages, or if need be signal them to turn off their mic and then I call them in a separate hangout call).

Then when the class is dismissed for independent work, my students come with me. So, while the teacher dismisses the class, but stays in the meet so kids can come back to answer questions, I bring my group of students with IEPs to my separate Meet classroom, and we talk through the assignment together. Then they work on their assignment in Google docs, so I can hop back and forth and see what they are doing. I keep my meet open, so if I a kid needs me they can just come to the meet, turn on their microphone, and I hear them and know to go to their google doc. I can either type into their document, or if it's a kid who isn't a fluent enough writer for that to work, I make a hangout and then we can both talk and look at the document. Of if there's a point that sticky for multiple kids, I might turn on my microphone and ask for everyone to come back, and we walk through it together.

Outside of class hours, I'm helping the gen ed teacher create materials, and also making differentiated versions for students who need a different level.

That's special ed, but I can imagine a gen ed math teacher supporting students in a similar way.

[Anonymous]

Anonymous wrote:

Anonymous wrote:There needs to be no math or literacy coaches, or any teachers on any special assignments in the fall. They all should have classrooms- use every available space to try and decrease class sizes so more kids can be on campus.

First grade is such an important year to learn to read and it is hard to teach reading online. I think literacy coaches and intervention teachers all need to teach first grade so class size in first grade can be reduced down to 15. First graders could then attend full time five days a week.

Sounds like a good idea but we would need to set up tents outside or teach in the hallway to make this happen.

I think that PP is referring to the model where the older kids get less time in the building.

In our building, if K and 1st were in the building every day, with half of them spread over the art room, and music room, and some of the special education and ELL spaces, there would be enough space, assuming that 2nd and up were coming every other day, and so only needed their regular rooms.

[Anonymous]

Anonymous wrote:Ours led a few meetings per week. I’m not really sure what else other than that.

Ours did this, specializing in criticizing our DL plans.