Washington State Mathematics Fellows

1. Washington State Mathematics Fellows Heather Dorsey April 30th

2. Agenda • Formative Assessment Cycle and Thinking through a lesson • Putting the Shifts into practice—How do we implement Rigor and SMP #3? • Teacher Leadership • Understanding different Learning Designs • Thinking to Next Year • LUNCH 12:30ish-1:30ish

3. Purpose of the Fellows • To be a part of and support a system that focuses on math making sense for all students. --Leadership in the Extended Community • This requires all of us to be intentional about 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 • The Fellows will use a formative assessment cycle that will support change in practice and experiences students have with the mathematics. –Leadership of Self

4. Plan for the year • Four regional meetings • One state-wide meeting (for a subset of the Fellows) Meetings centered around: • Leadership of Self • Learning together and learning of new resources • Engaging in a formative assessment cycle • Leadership of Others • Reflecting on leading adult learners—Professional Development Clips • Planning next steps • Leadership in the Extended Community • Providing feedback to the state-wide system • Planning next steps

5. Reflect on the PD you accomplished since our last meeting or that you are planning • Discuss with your group: • What did you do? • Who was your audience? • How did it go? • What were your challenges? OR • What are you planning on doing? • Who will your audience be? • What challenges do you see arising?

6. Four Attributes of the Formative Assessment Process “The essential purpose of formative assessment is to move students’ learning forward while their learning is still in the process of developing.” -Margaret Heritage Formative Assessment: An enabler of Learning Clarify Intended Learning Elicit Evidence Act on Evidence Interpret Evidence

7. Learning from our Students • Did the task give students a good opportunity to demonstrate what they know? • What misconceptions did they still have? • On average discuss how your students did on content and in the mathematical practices. What does this tell you about their understanding of the content and development of SMP #3? http://tnl.esd113.org/Page/1878 • Look at a few of your student examples to enrich the discussion • What will you do next with these students? How does this impact your teaching for next year? Reflect: How have you used looking at student work among your colleagues?

8. Self assessment—Leadership of SelfFocusCoherenceRigor Advocate and Systematize • You completed this when our work together began • We are now revisiting to see where you are now Leadership of Self Know and Model

9. Digging into Procedural Fluency Beyond timed tests…. “Reasoning and pattern searching are never facilitated by restricted time….strategy development and general number sense are the best contributors to fact mastery.” --John Van de Walle (2004)

10. Connecting it to PracticeLeadership of Self and Others • As you watch the video consider: • The role of the teacher in supporting procedural fluency and connections • The students’ actions that build their procedural fluency

11. Lunch • 12:30-1:30

12. ESD Professional Development Reflection The purpose of our survey is to 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 collected will help the entire State AESD network adjust and design professional learning that is most meaningful and impactful for you and your students. www.washingtonesds.org BOX 4: Math BOX 7: Leadership Capacity

13. 10 roles for Teacher Leaders • Record ideas for what you already do in these areas. • Most comfortable with Least comfortable with • What are your strengths, where do you have room to grow? • Have there been any challenges or barriers inhibiting you from engaging in a leadership role as a fellow this year?

14. Learning Forward Standards • Learning Communities • Leadership • Resources • Data • Learning Designs • Implementation • Outcomes

15. Using different learning designsLeadership of Self and Others • Pick 1 scenario to investigate as a group • Generate possible learning designs for your scenarios and explain your rationale for proposing these designs 9

16. Connecting it to our workLeadership of Self and Others • Consider the questions in the reflection and how different learning designs connect to your own learning and the learning you facilitate with others.

17. Instructional Resources • Share at your table one way in which you have overcome a challenge relating to instructional resources in your school or district. • Each person at your table will share for 1 minute.

18. Equip Rubric Equip Rubric was developed by the Educators Evaluating the Quality of Instructional Practice, an Achieve initiative. The mission of EQuIP is to build the capacity of educators to evaluate and improve instructional materials and increase the number of high-quality lessons and units aligned to the CCSS. Equip Rubric The Equip Rubric is designed to evaluate the degree to which lessons and units are aligned to the CCSS.

19. Overview of Equip Rubric • Read through the Equip Rubric. http://www.achieve.org/EQuIP • Underline or highlight, those aspects of the criteria that cause you to think: “I Wonder …” and “I Like …” State Fellows workshop 2-13-2014

20. Sharing • Turn to an elbow partner and share: one “I Wonder …” and “I Like …” State Fellows workshop 2-13-2014

21. 3x5 card District Number of teachers worked with this year • How has the work as a Fellow contributed to your own instructional practice around the Common Core Standards in Mathematics? • How has the work of the Fellows helped you develop as a teacher leader? • Describe an example of how you have shared what you learned as a Fellow within your building or district?

22. From Research to Classroom Practice—Leadership of Others and in the Extended Community • Take a few moments to consider the rest of this year and next year • Consider what you want to focus on for next year and how you might use what we discussed in this meeting. • Talk with your group for ideas • Focus on what you will do between now and April 30th • Text Rendering the Formative Assessment Article • Pondering Procedural Fluency • CCSS-M Mapper • Ten roles for Teacher Leaders • Equip Rubrics

24. Next Year • Application will likely go out early September • Meeting Dates: • 9/30 • 11/4 • 2/3 • 4/28 • Time 9-4, 8-3, or ?