Math Science Math Science PartnershipPartnership

Excellence In Excellence In MathematicsMathematics2005 - 20082005 - 2008

Lanakila Elementary SchoolLanakila Elementary School

Honolulu, HIHonolulu, HI

School DemographicsSchool Demographics

Enrollment: 312 students (PreK - Grade 5)Enrollment: 312 students (PreK - Grade 5)

Free & Reduced Lunch Program: 65 - 70%Free & Reduced Lunch Program: 65 - 70%

English Language Learners: 25 - 30%English Language Learners: 25 - 30%

Special Education: 6 - 9%Special Education: 6 - 9%

Lanakila ElementaryLanakila ElementaryHawaii State Assessment Hawaii State Assessment Math ScoresMath Scores

0

20

40

60

80

100

2003 2004 2005 2006 2007

Math

12 1119

27

70 Goal = 28%Met!!!

Excellence InExcellence In MathematicsMathematics OverviewOverview

Partnership with Chaminade University and Partnership with Chaminade University and University of Hawaii at Manoa professorsUniversity of Hawaii at Manoa professors Participants included:Participants included:

Lanakila Elementary School faculty (23)Lanakila Elementary School faculty (23) and and administratoradministrator

Likelike Elementary School (Honolulu, HI) faculty Likelike Elementary School (Honolulu, HI) faculty and administratorand administrator

District Resource teachers (3)District Resource teachers (3)

Excellence In MathematicsExcellence In Mathematics GoalsGoals

Raise student achievement by strengthening Raise student achievement by strengthening teachers’ mathematical content knowledgeteachers’ mathematical content knowledge

Provide teachers with opportunities to reflect Provide teachers with opportunities to reflect on and refine instructional practiceson and refine instructional practices

Build a sense of professional community in Build a sense of professional community in which teachers continue to collaborate in their which teachers continue to collaborate in their efforts to effect changeefforts to effect change

Prepare teachers to become math mentors and Prepare teachers to become math mentors and peer coaches for sustainabilitypeer coaches for sustainability

Year 1Year 1 2005-20062005-2006

Seminar: Emphasis on teacher content Seminar: Emphasis on teacher content knowledge in mathematicsknowledge in mathematics

Collaborative Sessions: Teacher led Collaborative Sessions: Teacher led groups to discuss assigned tasks groups to discuss assigned tasks

Summer workshop: Introduction to Summer workshop: Introduction to Reflective Teaching ModelReflective Teaching Model to refine to refine teaching practicesteaching practices

Year 2Year 22006-20072006-2007

Seminar and Collaboration sessions with Seminar and Collaboration sessions with university professors university professors

Reflective Teaching Model: Reflective Teaching Model: Implementation of plan/teach/debrief Implementation of plan/teach/debrief cyclecycle

Summer workshop: Introduction to Summer workshop: Introduction to Reflective Teaching Model for new Reflective Teaching Model for new teachersteachers

Year 3Year 32007-20082007-2008

Reflective Teaching ModelReflective Teaching Model Japanese Lesson Study: Introduction Japanese Lesson Study: Introduction

Teachers work in cross grade level groups Teachers work in cross grade level groups with support from the university professorswith support from the university professors

Teacher groups examine student work to Teacher groups examine student work to identify areas of difficulty and progressidentify areas of difficulty and progress

ChallengesChallenges

Developing common understanding among Developing common understanding among all partners and bridging the content all partners and bridging the content knowledge with immediate classroom and knowledge with immediate classroom and student needsstudent needs Teacher seminars were too concept focused and Teacher seminars were too concept focused and

abstract, lacking connection to classroom abstract, lacking connection to classroom instruction and State Standardsinstruction and State Standards

Partner school withdrew from grantPartner school withdrew from grant Extra time required outside of school day for Extra time required outside of school day for

seminars and collaborationseminars and collaboration

AdaptationsAdaptations

Classroom observations by university Classroom observations by university professors to provide insight on daily math professors to provide insight on daily math needs and challengesneeds and challenges

Focus on student learning, rather than on Focus on student learning, rather than on teacher content knowledgeteacher content knowledge

More opportunities for teachers to examine More opportunities for teachers to examine student work and identify changes that would student work and identify changes that would impact student understandingimpact student understanding

More open communication and teacher input More open communication and teacher input on professional development needson professional development needs

Renewed ObjectivesRenewed Objectives

Lesson StudyLesson Study and and Reflective Teaching ModelReflective Teaching Model

GoalGoal: Improvement in teaching: Improvement in teaching

Teachers take primary responsibilityTeachers take primary responsibility

Cycle of planning, teaching (with observation), and debriefingCycle of planning, teaching (with observation), and debriefing

Lesson Study Focus on teaching, not teacher.Cycle takes several months to one year.

RTMFocus on reflective practice of the teacher.Cycle takes 1-2 days, may be repeated in any time frame.

““If you want to improve teaching, the most If you want to improve teaching, the most effective place to do so is in the context of a effective place to do so is in the context of a classroom lesson…The challenge now classroom lesson…The challenge now becomes that of identifying the kinds of becomes that of identifying the kinds of changes that will improve student learning in changes that will improve student learning in the classroom and, once the changes are the classroom and, once the changes are identified, of sharing this knowledge with identified, of sharing this knowledge with other teachers who face similar problems, or other teachers who face similar problems, or share similar goals, in the classroom.”share similar goals, in the classroom.”

(Stigler & Hiebert, 1999, p.111)(Stigler & Hiebert, 1999, p.111)

The instructional practices and The instructional practices and assessments discussed or shown in this assessments discussed or shown in this presentation are not intended as an presentation are not intended as an endorsement by the U.S. Department of endorsement by the U.S. Department of Education.Education.