Mathematics Leadership Team. Olympic ESD, Bremerton October 17, 2014 Tamara Smith. Who’s in the Room?. Attended Workgroups Traveled to Europe Teacher Prefer Cats Secondary Education. New to the group Haven’t Traveled to Europe Administrator, coach, TOSA Prefer Dogs - PowerPoint PPT Presentation
Mathematics Leadership Team
Mathematics Leadership TeamOlympic ESD, BremertonOctober 17, 2014
Tamara Smith1Whos in the Room?Attended WorkgroupsTraveled to Europe
Prefer CatsSecondary EducationNew to the group
Havent Traveled to EuropeAdministrator, coach, TOSAPrefer DogsElementary Education
2Washington State Regional Math Coordinators 2014-2015 GoalsGoal 1: Provide equitable CCSS-M professional development opportunities for administrators and teachers through the statewide network. Goal 2: Increase student achievement by improving teachers ability to implement effective instructional practices and increasing teachers content knowledge.Goal 3: Increase the Capacity of Teacher Leaders to support CCSS-Math professional learning.Goal 1 provide equitable PDIn addition to workgroups, I can provide some level of PD to districts as requested.3Building a System9 Regional Math CoordinatorsFellowsMEC RMSTsWorkgroupsDistrictsTamara SmithSue BluesteinHeather DorseyAmanda BaumgartnerGreta BornemannDawn SparksAndrew HickmanDebra KowalkowskiMary Ellen Huggins
4Building a System9 Regional Math CoordinatorsFellowsMEC RMSTsWorkgroupsDistrictsOESD FellowsAndra Murray NKSDJenni Narimatsu CKSDCatherine Pitcher CKSDJenn Bressert SKSDTeresa McComber NMSDMary Shea Chim.Lisa Cartwright PTSDJim Miller PTSDKaty Middlestead Cres.Victoria Strueker CFSDDanny Kent QVSDCindy Larson BSDRhiannon Lawson BSD Julie Lordon BSDLisa Elm BSD5Building a System9 Regional Math CoordinatorsFellowsMEC RMSTsWorkgroupsDistrictsTownley SlackSuzy JohansenGinger Lancaster
6Building a System9 Regional Math CoordinatorsFellowsMEC RMSTsWorkgroupsDistricts7ObjectivesDevelop 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.
8Key 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
At your tables talk about each in relation to the instructional core9The Instructional CoreIncreasing 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/TaskContentStudent
ContextCHILDRESS, ELMORE, GROSSMAN, KING. Public Education Leadership Project, 2007The Change Leadership Group at Harvard has studied districts that have effectively improved student learning across the system. Based on their study, there are several characteristics that define what effective districts do---districts that have developed expertise in improving student achievement. Districts focus on the complexity of the task, the role of the student in the learning process and the expertise of the teacher. Notice that teaching and learning are at the heart of the work and the strong connection to the Common Core.
Its also important to note that effective districts and schools work on all three simultaneously. Just adopting new materials, or just giving teachers additional training in isolation of the other two factors. Wont yield the same results.
Finally, the context in the building, the relationships among adults and the experiences that students bring with them are a factor, and are important, but ultimately are trumped by the expertise of the teacher, the complexity of the task and the role of the student in learning.10Key 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
At your tables, talk about each of these in relation to the Instructional Core
At your tables talk about each in relation to the instructional core11AgendaIntroductions & OverviewDocumenting the JourneyNCTM Principles to ActionUpdatesWorking LunchGenerating an argument ~ Instructional ModelGrade Level TasksEquip Rubric looking at our materialsReflection/ Evaluation
122014-2015 Meeting PatternState & national updatesDeep focus on the 3 Shifts in Mathematics: Focus, Coherence, & RigorLeadership learningWorking Lunch & Team Time/NetworkingDo the Math!Regional Lesson Study: CCSS alignment in lesson design and classroom practiceReflection/Evaluation
13Meeting DatesBremerton ESD Elementary Bremerton ESD SecondaryPort Angeles (K-12)Friday, October 17thTuesday, November 4thTuesday, December 9thFriday, December 19thTuesday, December 2ndThursday, February 12thFriday, February 20thFriday, February 13thTuesday, April 14thFriday, April 17thTo be determinedThursday, April 30thFriday, June 5thThursday, June 4th14Documenting the JourneyCreate an infographic that represents our journey transitioning to the 2014 Washington State Learning StandardsAnd the next steps in support of regional implementation
15ConsiderationsExperiencesWorkgroupsDistrict PDConferencesImportant Resources Coordination with other District InitiativesNext steps Actions in the coming yearNecessary tools and resources
16Seven Stages of Concern (CBAM)Stage of ConcernTypical Statement0: UnconcernedI think I heard something about it, but I'm too busy right now with other priorities to be concerned about it.1: InformationalThis seems interesting, and I would like to know more about it.2: PersonalI'm concerned about the changes I'll need to make in my routines.3: ManagementI'm concerned about how much time it takes to get ready to teach with this new approach.4: ConsequenceHow will this new approach affect my students?5: CollaborationI'm looking forward to sharing some ideas about it with other teachers.6: RefocusingI have some ideas about something that would work even better.17LevelTypical StatementNonuseIve heard about it but, honestly, I have too many other things to do right now.OrientationIm looking at materials pertaining to the innovation and considering using it sometime in the future.PreparationIve attended the workshop and Ive set aside time every week for studying the materials.Mechanical UseMost of my time is spent organizing materials and keeping things going as smoothly as possible every day.Routine UseThis year it has worked out beautifully. Im sure there will be a few changes next year, but basically I will use it the same way I did this year.RefinementI recently developed a more detailed assessment instrument to gain more specific information from students to see where I need to change my use of the innovation.IntegrationNot everyone has all the skills needed to use the program so that it has the greatest impact on student learning. Ive been working with another teacher for 2 years, and recently a third teacher began working with us.RenewalI am still interested in the program and using it with modifications. Frankly, Im reading, talking, and even doing a little research to see whether some other approach might be better for thestudentsEight Levels of Use18Reading: Progress and ChallengeNCTM Principles to ActionAssumptions-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?
Complete the protocol in table groupsPurpose: To be a part of and support a system that focuses on math making sense for all students. --Leadership in the Extended CommunityTo be a part of a community of learners that focuses on putting the shifts into practice to reflect the CCSS vision both around the student making sense of the mathematics and demonstrating that understanding. Leadership of Others and Self
Send article out prior to your first meeting with the expectation that they read it before the meeting with a purpose of highlighting what they agree with and what assumptions are being made by the author of the text
19Productive vs. Unproductive Beliefs
20BeliefsTeachers 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)21Productive and Unproductive Beliefs
On a 3x5 card, individually brainstorm Productive and Unproductive Beliefs teachers have about mathematics. MathematicsBeliefsPracticeYou can enter at any angle but nothing is complete unless you attend to all 3 areas. Many teachers live in only one of these realms yet for reform to happen we must consider all 3. 22Productive vs. Unproductive Card SortUnproductive BeliefsProductive BeliefsCut apart the cards and mix them up. Hand a set to each group and have them discuss the belief and whether it is Productive or Unproductive. Have each group sort the cards according to whether they think it is Productive or Unproductive.
Variation/Extension for Fellows: Have each group place the cards at either end of a continuum and draw a line between the two cards. Then have them place a dot on the line where they feel their colleagues (the group they are sharing their Fellows learning with) are at and how this might impact how they accept the messages shared as well as help them identify areas of growth in their classrooms.
23State and Regional UpdatesSBAC Assessment SystemUpdated Graduation Requirementshttp://k12.wa.us/assessment/StateTesting/d