Paul Cobb Kara Jackson Kristin McGraner Vanderbilt University

1. The Role of the Institutional Setting in Teachers’ Development of Ambitious Instructional Practices in Middle-Grades Mathematics Paul Cobb Kara Jackson Kristin McGraner Vanderbilt University

2. Designing Schools and Districts to Support Teachers’ Ongoing Learning Paul Cobb Tom Smith, Kara Jackson, Erin Henrick, et al. Vanderbilt University

3. Instructional Improvement at Scale • Supporting students’ learning of central mathematical ideas • Instructional materials • Instructional practices • Supporting teachers’ development of high-quality instructional practice • Organizational learning -- schools and districts

4. Investigating What it Takes to Improve Mathematics Instruction at Scale • Series of conjectures about school and district structures, resources, and social relationships that might support teachers’ (and instructional leaders’) ongoing learning • Instruments to document extent to which those structures, resources, and social relationships have been established

5. Investigating What it Takes to Improve Mathematics Instruction at Scale • Investigate relationships between: • Conjectured structures, resources, and social relationships • Quality of teachers’ instructional practices • Students’ mathematics achievement

6. Investigating What it Takes to Improve Mathematics Instruction at Scale • Four urban districts • High proportion of students from traditionally underserved groups • High teacher turn over • 6-10 middle-grades schools - 30 teachers • Most schools and districts clueless about how to respond productively to high-stakes accountability • A small minority have reasonably worked out strategies

7. Investigating What it Takes to Improve Mathematics Instruction at Scale • Four annual rounds of yearly data collection • Document district strategies for improving middle-school mathematics • Document how those strategies are actually playing out in schools and classrooms • First year: Baseline data • Document change over a three-year period in each district

8. Data Collection • School and district support structures, resources, and social relationships • Audio-recorded interviews • On-line surveys • Quality of teacher professional development • Video-recordings • Audio-recordings • Quality of instructional materials • Artifact collection • Quality of teachers’ instructional practices • Video-recordings of two consecutive classroom lessons • Teachers’ mathematical knowledge for teaching • Student mathematics achievement data

9. Add Value to Districts’ Improvement Efforts • Feed back results of analyses to districts • Gap analysis -- how district’s plan is actually playing out • Recommend actionable adjustments that might make each district’s improvement design more effective • Design experiment at the level of the district

10. Instructional Quality Assessment Year 1

11. Primary Conjecture: Teacher Networks • Social support from colleagues in developing demanding instructional practices • Focus of teacher interactions • Classroom instructional practice • Depth of teacher interactions • How to use instructional materials • Aligning curriculum with state standards • Mathematical intent of instructional tasks • Student reasoning strategies

12. Facilitating Conjecture: Key Resources for Teacher Networks • Time built into the school schedule for collaboration among mathematics teachers • Access to colleagues who have already developed accomplished instructional practices • Rationale for mathematics coaches

13. Initial (Rough) Analysis of Teacher Networks • Online Network Survey • All mathematics teachers in participating schools • Measure of potential learning opportunities for a teacher • Sum of depth of interaction scores across all of the teacher’s interactions

14. Initial (Rough) Analysis of Teacher Networks

15. Initial (Rough) Analysis of Teacher Networks • Controlling for size of math department: Math teachers in Districts B and C participate in interactions of greater depth than those in District A • Scheduled time for teacher collaboration • Will compare by department and by grade level • Types of activities in which teachers engage • Math coaches • Ties with coach influences depth of interactions

16. More Accomplished Others: Math Coaches • District B: School-based math coaches • District policy: Support learning of all math teachers • The extent to which the coach is central in teacher networks

17. More Accomplished Others: Math Coaches • Teachers perceived the coach: • to be a good mathematics teacher • able to support them • Described interactions as useful in improving their classroom classroom practice

18. More Accomplished Others: Math Coaches • Principal able to describe how coach should support teachers in some detail • Support all teachers versus weak teachers • Scheduled time for coach to meet with math teachers as a group – emphasized the importance of the meetings • Co-participated on improving instructional practice – more likely to seek advice from coach outside meetings

19. More Accomplished Others: Math Coaches • Principal shared responsibility for supporting teachers’ learning with the coach • Attended mathematics department meetings • Observed classroom instruction frequently • Ongoing discussions about quality of mathematics instruction and teachers needs

20. Primary Conjecture: Shared Vision of High Quality Mathematics Instruction • Instructional goals -- what students should know and be able to do mathematically • How teachers can support students' development of these forms of mathematical reasoning

21. Principal’s Visions of High-Quality Mathematics Instruction • PD for principal instructional leadership in all four districts • Overall improvement from Year 1 to Year 2 • Generally not in conflict with districts’ goals for instructional improvement • Form view rather than function view • Bad news: Communicate expectations for and press for high-quality instruction

22. Principal’s Visions of High-Quality Mathematics Instruction • Principal PD in District D • Distinguishing between high- and low-cognitive demand tasks • Distinguishing between high- and low-level enactment of tasks based on: • Classroom observations • Student work • Giving feedback to teachers • Developing school improvement plans for mathematics instruction

23. Primary Conjecture: Shared Vision of High Quality Mathematics Instruction • Coordination between district administrative units • Curriculum and Instruction • Leadership • Research and Evaluation • English Language Learners • Special Education

24. Coordination Between District Administrative Units • District leaders’ view instructional improvement as a process of: • Supporting others’ learning • Disseminating information about desired practices and pressing for compliance • Extent to which mathematics specialists viewed as a valued resource

25. Coordination Between District Administrative Units • Relationship between “the line” and technical assistance departments • Discourse of: • High-stakes accountability • Instructional improvement • Supporting others’ learning • Disseminating information and pressing for compliance

26. Research Team Paul Cobb Tom Smith Erin Henrick Kara Jackson Glenn Colby Annie Garrison Lynsey Gibbons Sarah Green Karin Katterfeld Chuck Munter Rebecca Schmidt Jonee Wilson