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Milwaukee Mathematics Partnership

Milwaukee Mathematics Partnership. External Evaluation Schools and School Leadership Report by Tanya Suarez, Suarez & Associates June 9, 2005. Purpose & Methods. Examine what is happening in schools Focus on 3 successful schools Interviews with key staff (51 informants)

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Milwaukee Mathematics Partnership

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  1. Milwaukee Mathematics Partnership External Evaluation Schools and School Leadership Report by Tanya Suarez, Suarez & Associates June 9, 2005

  2. Purpose & Methods • Examine what is happening in schools • Focus on 3 successful schools • Interviews with key staff (51 informants) • Informal classroom observation • Document reviews

  3. Similarities Size (500-630 students) Use same curriculum Mathematics achievement improving Have MTL Math Action Plan Received discretionary grants from MMP Differences Ethnic makeup of student population Findings: Similarities and differences between schools

  4. Findings: Change occurring at 3 levels School Communication, collaboration, planning across grade levels, alignment Teachers Improved teaching, more content & pedagogical knowledge, attitudes More engaged, positive attitudes, confidence, new knowledge and skills Students

  5. Findings: Many needs still remain • Solutions for maintaining a pacing schedule • Getting more teachers involved • Release time for Math Teacher Leader • Using performance assessments to improve teaching • Helping parents understand the curricula

  6. Summary: Factors that influence and support challenging mathematics education in MPS K-5 and K-8 Schools A professional learning community Administrative support A critical mass of teachers supporting change for improvement A critical mass of teachers qualified to implement the program A respected and trusted Math Teacher Leader School District Initiatives Challenging curricula and CABS Professional Learning Community Initiatives (Learning Teams, Learning Walks) State & Federal Initiatives NCLB Wisconsin Accountability Testing programs with standards and descriptors of tested competencies Collaborative School District and University Initiatives Math Teacher Leader Intense Professional Development in Mathematics Coaching and Leadership in Mathematics Course T.M. Suarez, Suarez and Associates, Wilmington, NC 2005

  7. Recommendations • Survey schools to identify current status of challenging mathematics and future needs • Consider characteristics of schools when designing strategies to help—e.g., helping schools without supportive environments • Find out how serious resistance is to the new approach to mathematics • Provide professional development to help teachers address needs of students who are not succeeding • Review MTL position in contrast to the Literacy Coach • Examine differences in language between MMP staff and school staff to determine if there is any miscommunication present

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