Geoff Krall’s Professional Development and Coaching Services
Geoff is committed to delivering high quality math professional development and coaching resulting in positive outcomes for students. He currently offers three formats of professional development: a one day workshop, a two-day experience, and a three-day coaching cycle. The concepts of each remain the same and are built upon the framework of Academic Safety, Quality Tasks, and Effective Facilitation.
In a commitment to delivering high quality PD equitably, Geoff offers reduced rates for schools with high populations of students enrolled in the federal Free and Reduced Student Lunch program.
Description of services: below you’ll find general descriptions of potential options for professional development. However, each PD is customized according to a specific context or focus area. All PDs come with leave-behind materials as well as a customized website so adult learning may continue after the day has concluded.
Geoff has a day job as a Math Coach with New Tech Network and his days are limited, so if you’re interested, reach out sooner rather than later!
Description of workshop
This one-day workshop gives participants an experiential overview of Necessary Conditions by Geoff Krall, which identifies and explores the three elements of effective math classrooms: Academic Safety, Quality Tasks, and Effective Facilitation. Participants will unpack their and their students’ mathematical identity and learn how to treat issues of academic status. Teachers will walk away having experienced a high quality task and the knowledge of how and where to find and design others. Lastly, teachers will see, experience, and understand effective facilitation moves that support social and interactive learning.
Teacher Learning Targets
- I can define and explain the three pillars of effective math instruction.
- I can facilitate routines that produce high level mathematical discourse
- I can identify a high quality task
- I know where to find quality tasks and how to adapt existing tasks to make them more enriching
- I have a toolbox of facilitation moves that promote discourse and understanding for every student in my classroom
- I have a plan in place over the next month to incorporate quality tasks and assign academic status to each of my students and am committed to sticking to it
|8:00am – 8:15am||Getting ready for the day|
Introductions, overview of objectives and agenda
|8:15am – 11:00am||Quality Tasks|
Debrief the task
What makes a quality task?
Other task types
How do I find and design a quality task?
|11:00am – 2:00pm (lunch in the middle)||Academic Safety|
Reading excerpts on concepts around Academic Safety
Empathy mapping for students at your school and in your class
Establishing structures to monitor and assess academic safety
|2:00pm – 3:30pm||Effective Facilitation|
In-person practice facilitating a quality task
Developing classroom norms
Posing the problems
Routines and structures that promote learning
|3:30pm – 4:00pm||Putting it all together|
Lesson planning for the three elements
- Necessary Conditions card sets
- Custom website with follow up resources
Good for: beginning or mid-year in-service days, schools with a relatively novice staff, schools looking to focus on one element specifically
Description of experience
This pairing of workshops will dig deeper into the concepts around Academic Safety, Quality Tasks, and Effective Facilitation. In addition to the material in the one-day workshop, participants will also experience structures and routines for continual improvement, such as analysis of student work, rubric design, and peer and self observations. We will also dig deeper into specific elements around implicit bias and other identify factors that play into a student’s sense of self worth. Teachers will have an actionable plan to implement next generation assessments including meaningful rubrics, performance assessments, and student portfolios. These assessment will be placed in the context of the three aforementioned pillars.
Teacher Learning Targets
- I can design a four-column rubric that yields continual improvement.
- I can identify ten or more complex tasks over the course of a school year to utilize as portfolio problems.
- I can identify structures and systems that contribute to students’ mindsets about mathematics and about themselves as mathematicians.
- I can and know how to work explicitly to overturn structures that have perpetuated inequity.
- I have a plan to assess students and communicate their growth over the course of a school year
- I have a plan to observe a peer and be observed so I may give and receive constructive feedback
See Day 1 above
|8:00am – 8:30am||(Re)Introductions|
Lingering reflections or questions from Day 1
|8:30am – 10:00am||Unpacking mathematical identity and self-worth|
Useful Math, Playful Math
|10:00am – 11:00am||Review concepts of Academic Safety, Quality Tasks and Effective Facilitation|
Making the case for next generation assessment strategies (reading excerpt)
|11:00am – 12:00pm||Assessment (Part 1)|
|12:00pm – 12:45pm||Lunch|
|12:45pm – 2:00pm||Assessment (Part 2)|
Selecting performance tasks for the year
|2:00pm – 3:00pm||Assessment (Part 3)|
Student Portfolios and demonstrations of learning
|3:00pm – 3:45pm||Designing a system of adult learning|
|3:45pm – 4:00pm||Goal setting for the year|
- Card sets
- Custom website with follow up resources
Good for: Schools and districts looking to create a systematized approach to math instruction and assessment, sites with two PD days to offer teachers
* – Schools and districts with a population of students receiving Free or Reduced Student Lunch exceeding 65% may be eligible for discounts. Please contact Geoff directly to discuss further.
Geoff Krall is an experienced educator, blogger, author, speaker, professional developer and mathematician. He taught math in Texas for eight years before moving to Colorado to obtain a masters degree. After that, he joined the New Tech Network of schools as a Math Coach, delivering coaching, training, and professional development to teachers across the country. While there he pioneered Problem-Based Learning as the primary mode of instruction at NTN schools, training hundreds of teachers and dozens of colleagues along the way.
His first book, Necessary Conditions: Teaching Secondary Math with Academic Safety, Quality Tasks, and Effective Facilitation was published in 2018 and is currently available from Stenhouse Publishers. He writes about math and education generally at emergentmath.com.