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Planning for Equity

Planning for Equity. Math Teacher Leader Training January 2011. Laura Maly Astrid Fossum Lee Ann Pruske Cynthia Cuellar Rodriguez. Learning Intentions. We are learning to determine possible coaching moves to address teachers’ CBAM Stage of Concern

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Planning for Equity

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  1. Planning for Equity Math Teacher Leader Training January 2011 Laura Maly Astrid Fossum Lee Ann Pruske Cynthia Cuellar Rodriguez

  2. Learning Intentions We are learning to • determine possible coaching moves to address teachers’ CBAM Stage of Concern • utilize effective coaching skills to lead teachers in a planning/problem-solving conversation …in order to promote equity in all math classrooms.

  3. Success Criteria We will know we are successful when we can prepare for an effective planning conversation with teachers according to their needs to promote equity in all math classrooms.

  4. Equity Leadership Leadership of Others Engage teachers in the development and implementation of lessons that reflect the importance of relevant, meaningful mathematics. The PRIME Leadership Framework, NCSM

  5. Equity: Leadership of Others • MTLs work with teacher teams to create and implement lessons that value what students already know. • MTLs work with teachers to create a culture in which every student partakes in meaningful mathematical activities involving problem-solving, communication, reasoning, and collaboration. • MTLs work with teacher teams to reframe inequity as not an “achievement gap”, but rather an “opportunity gap”.

  6. Let’s Play! What’s my next move? • Read the scenario brief • You may need to refer to your December materials • Discuss options with your table • Decide on the best answer • Show the correct response when asked

  7. What’s my next move?Scenario One Mr. T is having students explore math in cooperative groups. He’s wondering how to purposefully group students and assign tasks. • Tell Mr. T to use his MAP data to determine groups. • Ask Mr. T to tell you more about LESA. • Ask Mr. T how he knows all students are learning.

  8. What’s my next move?Scenario Two This teacher creates her own CABS to match what she’s teaching. She is significantly behind the other math teachers since her kids “don’t get it”. • Tell her about the mandate to turn in common CABS on the 1st of each month. • Ask her about the importance of common assessments. • Ask her about the importance of collaboration.

  9. What’s my next move?Scenario Three Ms. K teaches multiple classes/subjects. She writes a learning intention for her first class of the week. She usually doesn’t update it very often. • Tell her that using learning intentions is in the SIP, and that there is a new tool to monitor their use. • Ask her how she uses learning intentions to guide her instruction. • Ask her how she manages her time to write and post learning intentions each day.

  10. Check your answers 1) Ask Mr. T how he knows all students are learning. (answer 3) “If everyone’s doing the same thing, what are your smart kids learning?” 2) Ask her about the importance of common assessments. (answer 2) “Do you know why we do CABS?” 3) Ask her how she manages her time to write and post learning intentions each day. (answer 3) “Why don’t you write learning intentions for each class?”

  11. Let’s rewrite those questions • With your group, choose one scenario to focus your attention. • Rewrite the poorly written question into an effective coaching question. Remember… • Stage of Concern (Write after the question) • Invitation (Underline), Cognition, Topic • Positive presuppositions (Box) • Plural forms (Circle) • Exploratory language (Circle) • Record your rewritten question on chart paper and post it on the wall. Label each part of your question according to the bullets above.

  12. Learning-Focused Conversations A Template for Planning and Problem-Solving Mentoring Matters, p. 42 • With a partner, role-play a planning conversation using one of the scenarios. • Switch roles and choose a different scenario to role-play a planning conversation.

  13. Learning Intentions We are learning to • determine possible coaching moves to address teachers’ CBAM Stage of Concern • utilize effective coaching skills to lead teachers in a planning/problem-solving conversation …in order to promote equity in all math classrooms.

  14. Success Criteria We will know we are successful when we can prepare for an effective planning conversation with teachers according to their needs to promote equity in all math classrooms.

  15. Professional Practice • Read pp. 37 - 41 in Mentoring Matters. • Use the Planning/Problem-Solving Template in a Learning-Focused Conversation to address an inequity at your school. • Complete the January professional practice template and bring it to the February MTL Meeting. You will be engaging in a Reflecting Conversation based on this work.

  16. Reflection As you think about completing the January professional practice template, which area do you anticipate being the most challenging for you, and how do you plan to address that specific area?

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