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The Impact of the Lead-Teacher Professional Learning Community within the Rice University Mathematics Leadership Institu

The Impact of the Lead-Teacher Professional Learning Community within the Rice University Mathematics Leadership Institute. Ngozi Kamau and Jacqueline Sack 2008 MSP Learning Network Conference January 29, 2008. Mathematics Leadership Institute. Why? What? Who? The districts The teachers

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The Impact of the Lead-Teacher Professional Learning Community within the Rice University Mathematics Leadership Institu

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  1. The Impact of the Lead-Teacher Professional Learning Community within the Rice University Mathematics Leadership Institute Ngozi Kamau and Jacqueline Sack 2008 MSP Learning Network Conference January 29, 2008

  2. Mathematics Leadership Institute • Why? • What? • Who? • The districts • The teachers • The schools

  3. Aldine ISD ~ 59,000 students Texas’ 12th largest school district Houston ISD ~202, 000 students Texas’ largest and the nation’s 7th largest public school district Aldine and Houston ISDs

  4. The MLI Teacher Community • A knowledge community (Craig, 1995; Olsen & Craig, 2001) • MLI’s knowledge community

  5. Impact: Teacher Comments • Confidence

  6. Impact: Teacher Comments • Collegial support

  7. Impact: Teacher Comments • Collegial support

  8. The Story of Jane Master Mathematics Teacher (8 - 12) Certification

  9. Master Mathematics Teacher Certification 56% increase MLI’s Year 4 Goal: Increase the number of MMT Certifications by 15%

  10. Impact: Teacher Comments • Collegial support in the classroom

  11. Stories of Sharing

  12. Impact: Teacher Comments • Communication skills

  13. Impact: Teacher Comments • Raising the bar

  14. Impact: Teacher Comments Listening to other lead teachers during the summer sessions taught me that I had to go beyond my comfortable boundaries to reach students who come from very different backgrounds than I do. As one of the youngest members of the MLI group, I feel privileged to be around a group of teachers with so much experience, wisdom, and heart. It takes heart (or stubbornness, or both!) to stay in education for twenty something years. I learned to ask students about their lives and show them that I care about them as people. Students respond emotionally, not so much rationally, and they will work for you if they see you are working for them. I learned that from my MLI colleagues. • Risk taking

  15. The Story of Andrea

  16. Impact: Teacher Comments • With peers at school

  17. Impact: Teacher Comments • With school administration

  18. Impact: Teacher Comments • With school administration

  19. The Story of Rosemary • Impact of NCLB on teachers and students

  20. Central Office Viewpoints • Algebra 1 walk-throughs • Exemplary professional development videos • Mentor teachers’ impact

  21. HISD Student Achievement Data MLI Comparison Group TAKS (Criterion referenced) Stanford 10 (Norm referenced) *signif.@ p<.05 **signif.@ p<.01

  22. HISD Student Achievement Data Lowest 10% of MLI Teachers’ Students: TAKS Knowledge Gap 2006 – 07 2004 – 05 Needed 24.0% more knowledge to pass Needed 39.2% more knowledge to pass Knew 76.0% of the content needed to pass Knew 60.8% of the content needed to pass [Average Score: 1873*] [Average Score: 1854] *signif.@ p<.05

  23. Impact: Teacher comments • With school administration

  24. References Craig, C. J. (1995). Knowledge communities: A way of making sense of how beginning teachers come to know in their professional knowledge contexts. Curriculum Inquiry, 25(2), 151-175. Olson, M. R., & Craig, C. J. (2001). Opportunities and challenges in the development of teachers' knowledge: The development of narrative authority through knowledge communities. Teacher and Teacher Education, 17, 667-684.

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