Teaching Mathematics for Learning Nancy Bunt, Ed.D

Teaching Mathematics for Learning

Nancy Bunt, Ed.D.

PDE Building Capacity State-Wide

SAS Website Governor’s Institute on Data Driven

Instruction in Mathematics and Literacy– Featured TLA adult learning curricula

Proposed SAS Professional Development

Teacher Leadership Academy: A Research Supported Approach

To employ a Standards Aligned System to enable all PA students to learn mathematics

Building Capacity State-Wide

Provide two-year courses for IU Math Coordinators to enable every IU to conduct two-year Teacher Leadership Academies– Elementary TLA– Secondary TLA

A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2008 by Corwin Press. All rights reserved.

Deborah Ball

Roland Barth

Carol Belcher

Louis Castenell

Jim Collins

Tom Corcoran

Virtually All Education Researchers Agree: Educator Collaboration is Key

Linda Darling-Hammond

Lisa Delpit

Rick DuFour

Karen Eastwood

Richard Elmore

Susan Fuhrman

Carl Glickman

Asa Hilliard

A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry © 2008 by Corwin Press. All rights reserved.

Allan Odden

Doug Reeves

Mike Schmoker

Deborah Shifter

Dennis Sparks

James Stigler

Gary Wehlage

Grant Wiggins

Virtually All Education Researchers Agree: Educator Collaboration is Key

Anne Lieberman

Dan Lorti

Robert Marzano

Milbrey McLaughlin

Jay McTighe

Fred Newmann

Professional Learning Communities

Using expertise of IU-based Mathematics Coordinators

IUs build regional PLCs of appointed Teacher Leaders

Teacher Leaders lead in-district PLCs

Appointment of Teacher Leaders

1-2 teacher leaders from each district building are appointed to participate in the TLA – Secondary: at least 1 from middle and 1 from high

school with option for two from each level– Elementary: 1 or 2 teachers from each elementary

building

Intensive Professional Development

Multi-Year commitment – 2 years of 8 days a year– 3rd year: 7 days

Qualifies as academic coursework– 56 hours annually, 2 or 3 CPE credits each year

Variety of Scheduling Options

Summer with Follow-up – 3 or 4 days in summer– 4 or 5 days follow-up during school year– Saturday make-up day options

School Year– 1 day a month or 2 days every other month

To Reach Every Teacher of Math

Teacher Leaders facilitate in-district PLCs – 24 hours total in eight 3-hour modules annually– Involves all teachers of math at each level– Uses adult learning curricula

District schedules time and audience

Utilizes Adult Learning Curricula

Models How People Learn principles Written and video case analysis builds

capacity to examine and strengthen teaching practice

Has been nationally field tested and refined

Core Adult Learning Curricula for Elementary Mathematics

Developing Mathematical Ideas (EDC)Building a System of TensMaking Meaning of Operations

Curriculum Topic Study (Maine MSA)

Core Adult Learning Curricula for Secondary Mathematics

Video Cases for Mathematics Professional Development (West Ed)

Standards-Based Mathematics (Pitt)Curriculum Topic Study (Maine MSA)

IU Coordinators Support Districts

Help districts consider criteria for selection of teacher leaders

Facilitate the TLAs Alert districts to plan in-district professional

development to begin after TLA Day 4

Incorporates data analysis for instructional improvement – PSSA, PVAAS, 4-Sight, Getting Results (Root Cause Analysis; Action Planning)

Offers leadership support and content for Classrooms for the Future mathematics teachers for PLCs

Integrates Multiple PDE Initiatives

Builds understanding of effective core mathematics instruction as essential to Response to Intervention (RtI)

Builds understanding of mathematics content to compliment PowerTeaching strategies

Integrates Multiple PDE Initiatives

Integrates Multiple PDE Initiatives

Actively applies differentiated instruction to mathematics

Integrates formative assessment strategies as featured at 2008 Governor’s Institute

Adds to Intermediate Unit Capacity

Induction Courses Courses for Special Education Teachers Research base for Mathematics Curriculum

Audits Research base for Math Curriculum Writing

Math & Science Collaborative Built Regional Learning Communities

710 District-appointed teacher leaders On-going network for research and resource

dissemination and sharing Quarterly Academies for those beyond Year

3 TLA (having completed Yrs 1 & 2)

Building Capacity State-Wide via IU Math Coordinator Courses

4 locations for elementary and for secondary– Northeast/Central– Southeast/Central– Northwest/Central– Southwest

Proposed PDE Financial Support

Greater than 50 miles distant, PDE support would handle travel cost – Lodging in double rooms– Breakfast and lunch

Intermediate Unit Roles

Identify IU staff to participate in Math Coordinator Courses

Time commitment over 2 years in 2-day blocks– Each course = 8 days training annually– Distinct elementary and secondary courses

Identify One “Modeling District” to Engage in Advance Implementation

Adds district capacity for each IU’s regional PLC Creates district-based voices to advocate for

other districts to participate in IU TLAs Allows Math Coordinator to observe challenges

of implementation and strategies for support

Identify One “Modeling District” to Engage in Advance Implementation

Releases teacher leaders to accompany IU Coordinator for each IU Coordinator course

Commits an administrator to attend first 4 days of each IU Coordinator Course

Identify One “Modeling District” to Engage in Advance Implementation

Schedules in-district time for teacher leaders to facilitate 24 hours of level-specific professional development for all those teaching mathematics

Teacher Leadership Academy: IUs Support Districts

To employ a Standards Aligned System to enable all PA students to learn mathematics

Start IU Planning NOW and prepare districts to participate next year

Plan for your IU’s 2010 Teacher Leadership Academies

Help districts plan for their teacher leaders participation and their on-site professional development to be led by Teacher Leaders

Schedule 2 TLAs for your districts

At your IU, schedule two eight-day Teacher Leadership Academies for 2 teacher leaders per building from all districts in IU– Elementary TLA and Secondary TLA

Choose TLA timing of 8 days

School year and/or summer Full day and/or half day Evening and/or Saturday options Can begin anytime after Day 4 of Coordinator

training * (January to August)

Intermediate Unit Choices

How to support/provide meals How to document/provide Act 48

– MSC will share with participants in Math Coordinator courses a copy of approved state application for 3 credit hours

Intermediate Unit Choices

Plan to bulk order materials for in-district professional development or provide the district with ordering information

District Cost for 2 year course materials – $1500 for 30 participants at elementary level– $500 for 30 participants at secondary level

Help Districts Identify Financial Support

District support required for support for substitute teachers and materials

Access to funds to support in-district costs Title I School Improvement Funds Newly available funding from state

Previous Intermediate Unit Input

Identify whether an IU wished to be a host Prioritize preference of schedules Many IUs responded—locations reserved Schedules set for next year: 2009-2010

To show interest in participation, fax back 2 Academy Schedule Forms

Write IU number and your name at top of each schedule with estimated # of people

Circle your preferred Location for Elementary and for Secondary and fax to 412-394-4599 by December 22nd

Teaching Mathematics for Learning

Nancy Bunt, Ed.D.

Nancy.bunt@aiu3.net