Developing School-Based Math Teacher Leaders

1. Where on the World Are You? Supporting & Developing School Based Math Teacher LeadersNCSM Conference, Washington DCApril 21, 2009 Astrid Fossum, Mathematics Teaching Specialist, MPS, fossumag@milwaukee.k12.wi.us Lee Ann Pruske, Mathematics Teaching Specialist, MPS, pruskelx@milwaukee.k12.wi.us Paige Richards, K-5 Math Specialist, SDSM, Richards.Paige@sdsm.k12.wi.us The Milwaukee Mathematics Partnership (MMP) is supported with funding from the National Science Foundation.

2. Mathematics Framework Distributed Leadership Teacher Learning Continuum Student Learning Continuum

3. In this session participants will… • Deepen their understanding of the PRIME Leadership Framework as a tool to foster distributed leadership. • Complete a self evaluation on the Teaching & Learning Principle. • Analyze teacher biographies to gain insight on needs and support.

4. Role of Math Teacher Leader (MTL) Although some of you would prefer to call these positions “math coaches, ” I challenge us to emphasize that the primary focus of the MTL is “teaching” and “leadership.” As a result, the term Mathematics Teacher Leader, or MTL captures the objectives more directly than a math coach. The MTLs will be involved in teaching (approximately 20% of their schedule) and will be expected to facilitate ongoing conversations about improving the learning, teaching, and assessment of mathematics with their colleagues. March 2008, H. Kranendonk, Mathematics Curriculum Specialist

5. Stages of Leadership Action Stage 1: Know & Model Leadership of Self Stage 2: Collaborate & Implement Leadership of Others Stage 3: Advocate & Systematize Leadership in the Extended Community

6. Teaching and Learning Principle • Indicator 1: Every teacher pursues the successful learning of mathematics for every student. • Indicator 2: Every teacher implements research informed best practices and uses effective instructional planning and teaching strategies. • Indicator 3: Every teacher participates in continuous and meaningful mathematics professional development and learning in order to improve his or her practice.

8. Reflective Questions Indicator 1: 1) Based on the rubric, what specific actions support your self-evaluation? 2) What specific strategies could you use to advance your own leadership? Indicator 2: 1) Based on the rubric, what specific actions support your self-evaluation? 2) What specific strategies could you use to advance your own leadership? Indicator 3: 1) Based on the rubric, what specific actions support your self-evaluation? 2) What specific strategies could you use to advance your own leadership?

9. MMP School Learning Team Leadership Structure 204 MTLs 60 Gr 8-9 Principal Math Teacher Leader Literacy Coach Other Key Teachers IHE Faculty Mathematics & Math Education District Mathematics Leadership (MCS, MTS)

10. Milwaukee Public Schools • 209 schools • 87,360 Students • 2007-2008 percentage of students proficient/advanced in mathematics • Grade 4, 50% • Grade 8, 38% • Grade 10, 27% • 4,793 Teachers

11. For improved student learning, Stage 1 leaders will: • Develop and model knowledge about instructional strategies, tools, technology and best practices. • Identify student populations in need of additional support and use strategies to help. • Formulate and implement effective lesson planning. • Identify areas for growth and engage in professional learning and reflective practices.

12. Stage 2 leaders will engage and facilitate teacher teams to: • Identify and implement common curricular pacing and outcomes, and instructional strategies. • Deepen their understanding of technology and mathematical content knowledge for teaching. • Use reflection regarding mathematics content, pedagogy and assessment.

13. At the district, regional or provincial level, Stage 3 leaders will: • Ensure implementation of plans for continuous improvement and best practice instruction for all students. • Ensure implementation of current research informed practices and technology. • Publically celebrate successes. • Implement and support professional development for improved teacher growth.

14. Where on the World Are They? • With a partner, read the teacher biographies and decide where each teacher might fit on the leadership grid. • Please support your decisions with evidence from the biographies.

15. MTL Self Evaluation

16. MTL Self Evaluation

17. Why use the PRIME Leadership Framework to self assess? • Builds capacity • Pinpoints leaders to assist with mathematics initiatives within the district • Enables differentiated professional development • Improves listening awareness and meets individual needs to make systemic change

18. 2008-09 Professional Development

19. MTLs Varying levels of support Teacher and student mobility Structural change Limited understanding of curricular resources MTSs MTLs with varying levels of understanding of their, role, MMP initiatives and reform goals Accessibility to staff and students Identified Obstacles

20. Resources • Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through assessment. Phi Delta Kappan, 80(2), 139-148. • Johnson, J. (2000.) Leading Through Systems Thinking. Chartered Management Institute. Farmington Hills, MI: Gale Group. • Marzano, R., Pickering D., & Pollock, J., (2001). Classroom Instruction that Works: Research Based Strategies for Increasing Student Achievement. Alexandria, VA: McREL. • NCSM. (2008). The PRIME Leadership Framework, Principles and Indicators for Mathematics Education Leaders. Denver, CO: Solution Tree. • Stiggins, R.J., Arter, J., Chappuis, J., & Chappuis, S. (2005). Assessment FOR Learning: An Action Guide for School Leaders. Portland, OR: Assessment Training Institute.

21. Where on the World Are You? Thank you for attending this session! www.mmp.uwm.edu