Principals Partnering to Raise the Ceiling and the Floor in the New Era of Mathematics Standards

1. Principals Partnering to Raise the Ceiling and the Floor in the New Era of Mathematics Standards Day 3 March 26, 2014 Norfolk The principal institutes are offered under the auspices of the Virginia Mathematics and Science Coalition.

2. Cups and More Cups! • Work in teams of 4 • Watch or timer with second hand to time 1 minute 15 seconds. • 15 foam cups in a single stack per team • 1 cup mover per team Cup mover made from 1 rubber band and 4 pieces of 2-foot length string to attach to rubber band to look like a sun with 4 rays coming out.

3. Instructions Cups and More Cups! • Use your cup mover to build a pyramid using the cups within 1 minute 15 seconds. • Base will have 5 cups, then 4 cups, then 3 cups… • Group members may not touch the cups with their hands or any part of their body, even if the cup falls. • Each person may only hold the end of one string attached to the rubber band (if a group of three, then one person can hold two strings) • Use the string and rubber band to grab each cup and place it in the correct position.

4. Debrief Cups and More Cups! • Was anyone frustrated during the activity? If so, how was it handled? • Why is teamwork so important in this activity? • Did any team come up with a strategy for working as a team? • What are some of the skills needed for good teamwork? • How did you contribute to your team? Did you suggest? Lead? Follow? Encourage or cheer? • How would an activity like this support building a team? How might you use this in your school?

5. Repeat Cups and More Cups! • Did your team improve this time? How and why? • Why is good communication important in this kind of task? • How would you use this in your classroom, or with teachers? Principals Partnering to Raise the Ceiling and the Floor in the New Era of Mathematics Standards

6. Linking Back The last decade has clearly been one of unprecedented and rapid change in mathematics education.

7. Linking Back and Moving ForwardEssential Questions • What should good mathematics instruction look like? • What supports are needed? • What is the connection between high quality mathematics instruction and student performance? • How can school-based mathematics leaders/Mathematics Specialists improve instruction and student learning?

8. Making Connections to Day 3

9. Day 3 Agenda • Welcome Back/ Team Activity • Successes and Challenges • Do the Math: The Bag of Marbles • Break • Teacher Observations • Lunch and Articles • Article Reflections • Do the Math: Buttons Task • School Vision for Mathematics • Administrator’s Role for Supporting and Improving Mathematics Education • Reflections

10. Successes & ChallengesAs you think about your HW Day 2 Reflections and the Essential Actions-Lesson Planning Components • In your table groups share onestrength and one challenge in moving your schools mathematics program forward. • Each person charts their success on the chart paper and the group posts the chart. (Include the related essential action for lesson planning, if applicable.) • Walk around to learn about everyone’s successes. Take the Essential Action: Lesson Planning handout with you.

11. Collaborative Planning and Reflection Adapted from Thinking Through a Lesson Protocol (TTLP)Steps Calls

12. Step 1 Teachers Planning TogetherDo the Math: The Bag of Marbles • Individually at consider at least two ways to solve the problem. • Record your strategies and think about the mathematics you used. • Share your strategies at your table. Aligns with VDOE SOL NNS 4.2, PS 4.13; NNS 5.2; NNS 6.1, 6.2, PS 6.6

13. Step 3:Looking at Student Work from the Bag of Marbles Task • Review the students’ work for the marble task and consider the strategies the students used, the mathematics they seem to understand, and the misconceptions students may have. • Discuss students’ strategies and mathematics understandings and misconceptions revealed by their work.

14. Role of Student Work in Improving the Schools Mathematics Program • Talk at your tables about the frequency of teachers discussing student work and thus determining student understanding. • How does discussing student work inform a teacher’s instruction? • What have you done or can you do as an administrator to have student work discussion be a more common and regular practice in your school?

15. Lunch & Articles • Orchestrating Discussions – Smith, Hughes, Engle and Stein • Modifying Our Questions to Assess Students’ Thinking - Chappell and Thompson • The Principal as Formative Coach – Nidus and Sadder • What Can We Do About Teacher Resistance? – Jim Knight

16. Article Reflections • Write 1 word on each of 3 post-it notes that are significant to you and represent the main meaning of the article. • Collect the words of all group members and post them at the bottom of your chart paper. • Use your collected words to write 3 sentences that capture the message from the article that you want to share with your colleagues. • Each group will share their messages and one idea about how they might use the information from the article.

17. The School’s Vision for the School’s Mathematics Program Guides Decision Making at Many Levels “Principals and mathematics leadership must combine their energies to engage and empower classroom teachers and teacher teams in effectively changing mathematics instructional techniques.” Manager to Instructional Leader: Developing Teachers as Leaders, NCSM Journal, Winter 2007, Page 7

18. Classroom Observations: Self-Reflections Individually record your responses to the following questions: • What did you learn about your teachers? • What did you learn about your students? • What did you learn about your school’s mathematics program?

19. Classroom Observations • Share a specific examples of specific process goals you each observed in the mathematics classrooms since we last met. • Review the list of Characteristics of a Highly Effective Mathematics Classroom. Discuss as a table the characteristics that were most frequently observed in your classroom visits. • What did you learn about your mathematics program that will help you plan for improvement? • Step 1a. of the Lesson Planning Essential Actions requires lessons to be aligned with the Curriculum Framework which emphasizes the process goals. How can principals ensure that this is happening in each classroom?

20. Thinking about the Math:How Many Buttons? Task • Work individually for a few minutes on the Button Task presented on the handout. • Share your thinking with a shoulder partner paying particular attention to the different ways each of you thought about and the way or ways you represented your thinking. (Aligns with VDOE-SOL PFA 5.17, 5.18; G 6.11; PFA 6.17; PFA 7.12, 7.13; PFA 8.14)

21. Some representations that may have been used in the growing pattern problem to examine what changed and what stayed the same. • Verbal • Pictorial • Concrete • Symbolic: Numbers • Symbolic: Algebra • Table • Graph

22. Preparing for the Video • Combination 5th and 6th grade classroom in a charter school in San Carlos, Ca. • The teacher reviewed student work from Button Task and has designed a reengagement lesson to address weaknesses in student understanding and to move them forward to more sophisticated thinking. Use the back of the Buttons Task handout to record your thinking as we watch 2 short video clips. • What artifacts and tools are visible on the board and how might they support the lesson goals? • Based on the video clip what is your thinking about the school's vision for mathematics learning? • In what ways was the representation Process Goal observed?

23. Backwards Mapping to illuminate Your School’s Vision for Mathematics Teaching and Learning and identify action steps to support the vision

24. Backwards Mapping to illuminate Your School’s Vision for Mathematics Teaching and Learning and identify action steps to support the vision

25. What is Your School’s Vision for Mathematics Teaching and Learning? • Each person think about one expectations for students in your building and complete the five columns using another copy of the vision chart. Be prepared to share with others. • Individually take a few minutes to personally reflect and make additional notes on your own chart.

26. What is Your School’s Vision for Mathematics Teaching and Learning? • Refer to the five column chart as you continue through our work this afternoon. This chart is for your own personal comments. It can help you and your mathematics leadership team identify a particular focus for your work . • Column 1: What do you want students to be doing in mathematics classrooms where students are learning with understanding? • Column 2: What will teachers need to do so that students will be doing what you expect to see? • Complete the other three columns.

27. What steps can YOU take to realize your school’s vision for mathematics teaching and learning?

28. Who can help you move forward with the school’s vision? • Consider who will comprise the “Math Leadership Team” for implementing your vision. • Have you considered ways your math leadership team can help and support you with your next steps? • How can the Essential Actions for Lesson Planning help you?

29. Administrator’s Role for Supporting and Improving Mathematics Education From Helping Children Learn Mathematics: Learning with understanding is essential to mathematical literacy. (Page 3) Strands of Mathematical Proficiency • Understanding • Computing • Applying • Reasoning • Engaging

30. Administrator’s Role for Supporting and Improving Mathematics Education NCTM Principles (pp 10-12 and 18-20): • Equity • Curriculum • Teaching • Learning • Assessment • Technology From Administrator’s Guide: How to Support and Improve Mathematics Education in Your School Thinking about the principles is an important step in improving mathematics education in your school.

31. Equity "Excellence in mathematics education rests on equity— high expectations, respect, understanding, and strong support for all students— ... to ensure that all students have equal access to the resources with the greatest potential to promote learning." NCTM Equity in Math Education Position Statement

32. Closing Reflection

33. We wish you and your teachers the very best as you move forward to provide the very best mathematics learning experience for your students. “What lies behind us and what lies before us are tiny matters compared to what lies within us.” Oliver Wendall Holmes

34. Facilitators Vickie Inge vickieinge@gmail.com Debra Delozier debra.delozier@doe.Virginia.gov Jamey Loving jamey.lovin@cpschools.com

35. Characteristics of Highly Effective Classrooms Developed January 2014 in Norfolk • Aligned plans with measurable lesson objective (learning target) • Detailed in-depth lesson plans tied to Essential Questions, Process Goals, and aligned with curriculum, instruction, and assessment • High level of expectations for student achievement and relationships that lead to student learning • Teacher displays good content knowledge for teaching (+ pedagogy) • Reflection of impact of lesson on student learning

36. Characteristics of Highly Effective Classrooms Developed Days 1 and 2 in Norfolk • Higher order thinking with real world application. Relevant • Communication (vocabulary, feedback, explain) • Using multiple representations • Real world connections, relevance • Collaborative groups • Students actively engaged, teacher as facilitator

37. Characteristics of Highly Effective Classrooms Developed Days 1 and 2 in Norfolk • Checking for understanding. Understand misunderstandings and misconceptions. • Using a variety of assessments: formal and informal, formative and summative • Using the data from assessments to shape instruction • Purposeful use of student artifacts to drive and inform instruction