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A Model for Effective PD Conversations Among Colleagues March 21, 2009

Professional Development in Challenged Environments Project: Making Mathematics Matter (PM ³). A Model for Effective PD Conversations Among Colleagues March 21, 2009 Carolyn Siebers , W ayne Regional Educational Services Agency sieberc@resa.net.

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A Model for Effective PD Conversations Among Colleagues March 21, 2009

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  1. Professional Development in Challenged EnvironmentsProject: Making Mathematics Matter (PM³) A Model for Effective PD Conversations Among Colleagues March 21, 2009 Carolyn Siebers, Wayne Regional Educational Services Agency sieberc@resa.net

  2. Project’s Goal Demonstrate that professional development in mathematics can be successful in low socioeconomic, highly unstable environments—resulting in increases in participants’ content knowledge for teaching and their students’ mathematics achievement

  3. District A 3 elementary schools 1 middle school 1 high school 62% English Language Learners District B 3 elementary schools 1 middle school (closed) 1 high school 1 alternative high school 99% African American The Districts 90%+ socio-economically disadvantaged student body

  4. Professional Learning CommunityAKA PM3 Leadership Team Higher Education PLAN ISD FORMATIVE ASSESSMENTS & RESEARCH ACT DO Coaches STUDY Evaluator

  5. Philosophy of PD • Whole district, systemic participation with LEA partner support • Opportunity to communicate with teachers from other similar environments • Long term, sustained, collaborative, school-based, linked to curricula, focused on student learning • Plan, Do, Study, Act (Shewhart 1930s-40s)

  6. Structure of the Institute • 50-60 teachers grades 4-8 • Monthly Institute sessions • Team planned and taught

  7. Importance of Coaching • Work at institute with teachers, return with them to classrooms (West & Staub) • Nurture collaboration through grade level meetings • Establish district curriculum for institute grade levels

  8. Learning for Mathematics Teaching with Comparison Group

  9. Results: Implementation Effect Size 2004-2006 Culture 0.80 Implementation 1.62 Content 1.95 Overall 1.79

  10. Impact on Students

  11. Impact on Students

  12. Essential Elements • District-wide • Long term • Collaborative • Administrative support • Content-focused coaching • Mathematical knowledge for teaching • Focus on implementation and accountability

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