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Increasing the Quality and Diversity of K-12 Teacher Leaders in Mathematics Dr. Karin Wiburg and Lisa Virag New Mexico State University. Mathematically Connected Communities – Leadership Institute for Teachers (MC 2 – LIFT). The Need for Quality and Diversity of Mathematics Teachers. - PowerPoint PPT Presentation
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Mathematically Connected Communities – Leadership Institute for
Teachers (MC 2 – LIFT)
One approach is to recruit content specialists and teach them pedagogy
This presentation suggests another approach to recruit teachers: take practicing teachers and deepen their mathematics content integrated with research-based practices to support student math learning
– The Vision of MC2-LIFT is:
Teachers who complete the institute will become intellectual leaders able to facilitate the creation of rich mathematics learning environments for teachers and students in schools and districts
Goal 1: Increase teacher leaders’ knowledge of K-12 mathematics
Goal 2: Expand and enrich pedagogical practices for teachers
Goal 3: Develop intellectual teacher leadersGoal 4: Implement institute learning in
school environments
Goal 5: Sustain partnerships between mathematicians, education faculty & districts
Two year institute - MAT in math Cohort 1: 31 K-12 teachers
• 14 elementary• 11 middle• 6 high school
3 week summer academy, and every other Saturday fall/spring• Full day meetings
Five school districts (18 schools) Principals academy
Mathematicians, teacher educators and public school leaders collaborate on course development
Deep mathematical ideas developed from teacher’s current math knowledge
Increase teacher knowledge of math and pedagogy relevant to K-12 classrooms through the lens of vertical alignment
Patrick J. Morandi, Professor, Mathematical Sciences
Douglas S. Kurtz, Professor, Mathematical Sciences
How did you build strong collaboration with faculty and staff in the College of Education?
How do you develop an institute in which K-12 teachers can interact and learn math together?
What recommendations do you have for other people implementing a model like LIFT?
Video and self reflection
Learning teams: Formative Assessment, Technology,
Questioning and Summarizing, Student Engagement
Informal assessment of application of course in the classroom
Lesson Study
1. How do teachers change as a result of participation in a) knowledge of mathematics, b) classroom practices
and c) school leadership?
2. What is the effect of teacher change on
student learning and achievement? 3. What can be learned from how the institute is developed and enacted?
Assessments of Math Knowledge• Course pre and post assessments• Mathematical Knowledge for Teaching (MKT)
Student achievement scores on state assessment
Observations• Classroom Snapshot• Observation of Learning Environment • Scripting and opportunities for learning
Changes in teachers math knowledge
Changes in classroom environments
The teachers are learning math specific pedagogy, but are still working on putting it into practice.
We need to help the teachers change their focus from teaching to understanding and monitoring student learning.
Things we thought would be visible to teachers are invisible - need agreed upon definitions.
Teacher success Ability to create a classroom math learning
environment that exhibits high levels of a learning centered classroom
Use math content knowledge for teaching
Student success Ability to problem-solve, reason, and
communicate mathematical thinking Become proficient in grade level standards Apply mathematical knowledge in the “real
world”
Teachers strongly agreed that Lesson Study helps to support inquiry based instruction and to know what students know
Teachers need good models for honest and reflective dialog
Principal support matters
Important for the teams to communicate and collaborate regularly
Need more agreed upon detailed definitions on which to base goals and activities
Difficult to develop and implement at the same time
Seeing positive changes in teachers
Would this work in your university?
Questions
Comments