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Mathematics Leadership TeamNOP Skills Center, Port AngelesDecember 2, 2014
Tamara Smith
How was the Holiday?Ate turkey on
Thursday
Travelled (any distance)
Watched football
Apple Pie
No turkey Thursday
Stayed at home
Watched a movie
Pumpkin Pie
Building a Statewide SystemRegional Math Coordinators
FellowsMEC RMSTsRegional Groups
Districts
ObjectivesDevelop a deep understanding of the CCSS
Math standards & the new Smarter Balanced assessments.
Understand the role of building and district team leadership in supporting the implementation of the new standards.
Create a common vision of the strong connections between CCSS Math and new teacher and principal evaluation criteria and instructional frameworks.
Share, find and create resources with other district math leaders in the region.
Key Learning
Deepen understanding of Standards for Mathematical Practice (SMP) & Smarter Balanced Assessments (SBA)
Focus on the 3 Shifts in Mathematics: Focus, Coherence, & Rigor
CCSS alignment in lesson design and curricular materials
The Instructional Core
Increasing the knowledge, skills and expertise of the
teacher.
Changing the role of the student as learner.
Increasing the level and complexity of the
curriculum/content.
Text/Task“Content”
StudentTeacher
Context
CHILDRESS, ELMORE, GROSSMAN, KING. Public Education Leadership Project, 2007
Agenda
Number TalksLeadership Learning –
◦ Predictable Dynamics PostersPrincipals to Action ReadingState & national updatesWorking Lunch & Team Time/NetworkingReview of ResourcesRegional Lesson Study: CCSS
alignment in lesson design and classroom practice
Reflection/Evaluation
1. Pausing
2. Paraphrasing
3. Probing for specificity
4. Putting ideas on the table
5. Paying attention to self and others
6. Presuming positive intentions
7. Pursuing a balance between advocacy and inquiry
Seven Norms of Collaboration
Principles to Actions: Ensuring Mathematical Success for All
The primary purpose of Principles to Actions is to fill the gap between the adoption of rigorous standards and the enactment of practices, policies, programs, and actions required for successful implementation of those standards.
NCTM. (2014). Principles to Actions: Ensuring Mathematical Success for All. Reston, VA: NCTM.
Principles to Actions: Ensuring Mathematical Success for All
The overarching message is that effective teaching is the non-negotiable core necessary to ensure that all students learn mathematics. The six guiding principles constitute the foundation of PtA that describe high-quality mathematics education.
NCTM. (2014). Principles to Actions: Ensuring Mathematical Success for All. Reston, VA: NCTM.
Teaching and Learning Principle
Teaching and Learning
An excellent mathematics program requires
effective teaching that engages students in
meaningful learning through individual and
collaborative experiences that promote their
ability to make sense of mathematical ideas
and reason mathematically.
Obstacles to Implementing High-Leverage Instructional Practices
Dominant cultural beliefs about the teaching
and learning of mathematics continue to be
obstacles to consistent implementation of
effective teaching and learning in
mathematics classrooms.
Eight High-Leverage Instructional Practices
• Establish mathematics goals to focus learning
• Implement tasks that promote reasoning and problem solving
• Use and connect mathematical representations
• Facilitate meaningful mathematical discourse
• Pose purposeful questions
• Build procedural fluency from conceptual understanding
• Support productive struggle in learning mathematics
• Elicit and use evidence of student thinking
Eight High-Leverage Instructional Practices
Support Productive Struggle in Learning Mathematics.
Effective teaching of mathematics consistently provides students, individually and collectively, with opportunities and supports to engage in productive struggle as they grapple with mathematical ideas and relationships.
Beliefs
“Teachers’ beliefs influence the decisions that they make about the manner in which they teach mathematics… Students’ beliefs influence their perception of what it means to learn mathematics and their dispositions toward the subject.” (NCTM, 2014)
Productive vs. Unproductive BeliefsJo Boaler – the Good and Bad of Mathematics Educationhttps://www.youtube.com/watch?v=ZZrlk4NqaJ4
Productive and Unproductive Beliefs
On a 3x5 card, individually brainstormMathemati
cs
Beliefs
Practice
Reading: Support Productive Struggle in Learning Mathematics“NCTM Principles to Action”
Assumptions-What assumptions does the author of the text hold?
Agreements-What pieces of the text do you agree with?
Aspirations-What pieces of the text do you aspire to or act upon for yourself and your colleagues?
Adult Learning: Group Dynamics and Knowing Yourself
Read ‘Predictable Dynamics in Groups’ article. On the back of the article you have 4 lines
representing the continua from the article: Task Relationship
Certainty Ambiguity
Detail Big Picture
Autonomy CollaborationMark an ‘X’ where you see yourself on each
continuum.What are the implications of these preferences for
you in your work with students? In your work with teachers?
Adult Learning: Group DynamicsCreate a Human Continuum with the following (we’ll do this 4x – one for each):
1. Task – Relationship2. Certainty – Ambiguity3. Detailed – Big Picture4. Autonomy - Collaboration
Predictable Dynamics Postersle
Divide poster into four quadrants and label (see example below). Collect your group’s thinking in each quadrant of the poster
Words or actions that might convey this stance:
When it might be effective for a leader to speak from this stance:
When this stance might be an ineffective choice:
What a person in this stance might not be able to do effectively:
Number Talks
Number Talks
State and Regional Updates
SBAC Assessment SystemDan Meyer – FlyerTask Tuesdayshttp://www.openwa.org/
◦ Open educational resources – College level
Education Week – spotlight on Math Instruction◦ Link
Collaborative for Student Success
Recording our work◦ ESD website
Task Tuesday
Lunch/ Team Time
Please return at 12:55
Afternoon Check-inClassroom Connections
Content EmphasisGrade Level TasksEQUIP Rubric
Doing Math TogetherSelect and complete a task that you are not familiar with at your grade band.
Think about multiple ways that you might complete this task
Considering our Students
Using Common TasksPURPOSE: To deprivatize our practice and take risks in order to facilitate high quality mathematics instruction and experiences students have with the mathematics.
In order to understand where we are in our practice, we will use a common task to examine student ideas through the lens of the standards.This will be operationalized through the content
clusters and Standard for Mathematical Practice 3 and 6 (SBAC Claim 3)
*These task will be re-examined at the end of the year to explore student growth
Assessment Claims for Mathematics
“Students can demonstrate progress toward college and career readiness in mathematics.”
“Students can demonstrate college and career readiness in mathematics.”
“Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.”
“Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.”
“Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.”
“Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.”
Overall Claim (Gr. 3-8)
Overall Claim (High School)Claim 1
Concepts and Procedures
Claim 2
Problem SolvingClaim 3
Communicating Reasoning
Claim 4
Modeling and Data Analysis
Claim 3 – Communicating Reason
A. Test propositions or conjectures with specific examples.
B. Construct, autonomously, chains of reasoning that justify or refute propositions or conjectures.
C. State logical assumptions being used.D. Use the technique of breaking an argument into
cases.E. Distinguish correct logic or reasoning from that
which is flawed, and—if there is a flaw in the argument—explain what it is.
F. Base arguments on concrete referents such as objects, drawings, diagrams, and actions.
G. Determine conditions under which an argument does and does not apply.
Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.
Making Sense of the Task Revisit the task as though you are a
student so that you can think about misconceptions that might arise.
Discuss:What knowledge do your students
need to have to be successful on this task?
Connecting it to the rubrics
Content Cluster Rubric◦ Focuses on a specific cluster for the task
SBAC Achievement Level Descriptor Rubric◦ Focuses on Claim 3 broadly
Review the rubrics and consider how you might score yourself based on the task you completed.
Anchoring Yourself in Student Work
Look at the 3 anchor papers associated with your task. Discuss as a group:◦ What Content Cluster score does this student
demonstrate?◦ What SBAC ALD score does this student demonstrate?
What considerations does this illuminate for your students?
Review the official scores for your papers and annotated notes. ◦ What further clarification do you need?
Equip RubricAchieve.org http://www.achieve.org/EQuIP
Reflection/Evaluation
• Please complete the online PD survey as well as the standard ESD clock hour evaluation form
Online PD evaluationIn order to identify your ESD’s most effective professional development strategies—practices and supports that impact teachers’ instructional shifts along with performance outcomes for students—we respectfully request participants complete a survey at the end of a training or series of trainings. The purpose of the survey is to simply identify which pieces of the training(s) that we provide best support your needs as an educator. We ask for your name on the survey only to be able to match demographic and performance data to your responses. In no way will the data be used to evaluate you or your work. In fact, your name will be deleted from the record once the data are matched thus ensuring your responses are anonymous.
The data collection will ensure the continuous improvement of professional development professional learning experiences for math, science and ELA. The collection of these data also helps to ensure the continued funding of free or low-cost, high-quality professional development in math, science, and ELA. We deeply appreciate your cooperation. Thank you.
Evaluation Survey
To access the math surveytype this address into your browser:http://www.surveygizmo.com/s3/1823995/AESD-Math-PD-ReflectionCourse Name:MLT Mtg. 2Date: 12/02/2014Clock hours: 6Olympic ESD 114
OR Scan this QR code with your tablet or smartphone. (Note: You may need to download an app to allow scanning to work.)
Evaluation Survey
To access the math surveytype this address into your browser:http://www.surveygizmo.com/s3/1823995/AESD-Math-PD-ReflectionCourse Name:MLT Mtg. 2Date: 12/02/2014Clock hours: 6Olympic ESD 114
OR Scan this QR code with your tablet or smartphone. (Note: You may need to download an app to allow scanning to work.)
Evaluation Survey
To access the math surveytype this address into your browser:http://www.surveygizmo.com/s3/1823995/AESD-Math-PD-ReflectionCourse Name:MLT Mtg. 2Date: 12/02/2014Clock hours: 6Olympic ESD 114
OR Scan this QR code with your tablet or smartphone. (Note: You may need to download an app to allow scanning to work.)
Evaluation Survey
To access the math surveytype this address into your browser:http://www.surveygizmo.com/s3/1823995/AESD-Math-PD-ReflectionCourse Name:MLT Mtg. 2Date: 12/02/2014Clock hours: 6Olympic ESD 114
OR Scan this QR code with your tablet or smartphone. (Note: You may need to download an app to allow scanning to work.)