Math Learning Partners:Our journey in math

coachingFeb 2 – June 26, 2009

Project Leads: Christine Adam-Carr, Pat Kehoe

MLP’s: Melissa Black, Cristina Bartlett, Linda LoFaro

Ontario Catholic School Graduate Expectations

The graduate is expected to be:• a reflective, creative and holistic

thinker who solves problems and makes responsible decisions

• able to apply effective communication, decision-making, problem-solving, time and resource management skills

In search of job-embedded professional learning

Funding offered in December 2008,

to be dedicated to math coaching and

related projects

The Ottawa Catholic Model:Go deep:• 4 key sites

(St. Paul HS, St. Pat’s Intermediate & HS, Lester B Pearson)

• 3 full time MLP’s (Feb-June)

• build on existing initiatives

• focus on grades 7-10 (with emphasis on 8 & 9)

• 4 days per week in schools

Existing InitiativesProfessional learning for: gr 7&8 (problem solving, DI & variety of

tools & strategies, PRIME)

gr 9D/P&10P (TIPS4RM, DI & variety of tools & strategies, problem solving)

Laptop project (15 on cart for every gr 9-12 sites; use of GSP, Fathom, CLIPS, gizmos)

School Improvement Plan

Each school has its own targets, including:

• Pass rates in math courses

• EQAO gr 9 math• Closing achievement

gap between P and D

Reporting on progress

Goal #3: Mathematical Literacy

Math Learning Partner Training• co-ordinated by Christine

Adam-Carr and Patricia Kehoe

• involvement of existing coaches (Limestone DSB, Ottawa Catholic Elementary Learning Partners)

• guests from OCDSB, Renfrew DSB, CDSBEO

• other subject consultants (ESL, literacy/english)

Feb 2 – 6, 2009

Topics and Tools for MLP Training

• instructional coaching (Jim Knight, Marilyn Burns, LNS)

• networking & roles• observational tools• co-plan, co-teach,

co-assess cycle• math strategies

(GAINS, TIPS4RM, PRIME)

• questioning & Big Ideas (Dr. Marian Small, John A. VandeWalle)

Stages in Project:1: training, building relationships,

classroom visits and observations, meetings with teachers

2: demonstration lessons, begin coaching cycle (co-plan, co-teach, co-assess)

3: focus on key classrooms (readiness, need, gr 8&9)

4: focus on key students (mid-term or term 2 reports) MLP prepared mid-term report

5: consolidation, prepare for exit

What do MLPs do?Relationship builders

o visit classrooms and meet with students and teachers

o form and support math PLC’s

o co-plan/ co-teach/ co-assess

Leading the Instructional Program

o foster professional growth in use of math processes

o model strategieso use data to direct

effortso focus on improving

student achievement with teacher, within classroom

Summary of Mid-term ReportData: report card data at mid-

term and term 2; anecdotal reporting

How their time is spent:

• preparing materials for teacher and/or student use 25%

• co-planning 35%

• co-teaching & co-assessing 40%

Forming Relationships:

records of focused work with specific teachers (baseline)

Anecdotal comments:

“offers a gentle approach to shift teacher practise forward”

principal

“this is really cool! ”

student in grade 7&8

“wow – this is really sick (cool)” student in grade 9&10

“such a supportive environment for working with students”

classroom teacher working with MLP

Final MessagesKeeping the momentum:

How should this project continue for next year? What key features should be retained?

What features need to be modified?