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Association of Mathematics Teacher Educators (AMTE) Annual Meeting, Irvine, California February 8, 2014

Moving to Common Practice with the Common Core Essential Role of District Teacher Leadership Teams. Association of Mathematics Teacher Educators (AMTE) Annual Meeting, Irvine, California February 8, 2014. Melissa Hedges K-8 Mathematics Teaching Specialist

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Association of Mathematics Teacher Educators (AMTE) Annual Meeting, Irvine, California February 8, 2014

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  1. Moving to Common Practice with the Common CoreEssential Role of District Teacher Leadership Teams Association of Mathematics Teacher Educators (AMTE) Annual Meeting, Irvine, California February 8, 2014

  2. Melissa Hedges K-8 Mathematics Teaching Specialist Mequon-Thiensville School District, Wisconsin Paige Richards K-6 Mathematics Specialist  School District of South Milwaukee, Wisconsin DeAnn Huinker Professor, Mathematics Education Director,Center for Math & Science Education Research University of Wisconsin-Milwaukee

  3. What is your professional role? ☐Classroom Teacher ☐Math Coach or Specialist ☐Curriculum Coordinator or District Administrator ☐Professional Development Provider ☐University Faculty ☐Other

  4. Turn and Talk: Which statement best reflects a school or district with whom you work? ☐An active Math Leadership Team is guiding the transition to the Common Core in mathematics. ☐A designated Math Leadership Team exists but they are not sure where to start or what to do to impact or support changes in classroom practice for the CCSSM. ☐A math team exists but they mainly look at test data or do curriculum mapping. ☐No math team, teachers are mainly recipients, not leaders in district math work or professional development.

  5. Overview

  6. Session Goals In today’s session we will: Examine the critical role of district teacher leadership teams in growing distributed leadership practice in two school districts. Discuss the professional learning program in developing knowledge and skills of team members. Consider leverage points and strategies in moving a district to common practice with the Common Core.

  7. Distributed Leadership Perspective Leadership practice as stretched and shared across individuals with respect and collaboration. as focused on the interactions among individuals. “Consequently, to understand the knowledge needed for leadership practice, one has to move beyond an analysis of individual knowledge and consider what these leaders know and do together.” (Spillane & Sherer, 2004)

  8. Agenda University-district partnership project. Case of Mequon-Thiensville school district. Case of South Milwaukee school district. Critical features and impacts of Mathematics Leadership Teams

  9. Partnership Project

  10. CCLM Common Core Leadership in Mathematics Project Wisconsin ESEA Improving Teacher Quality Program Funding: U.S. Dept of Education, ESEA Title II, Part A Administered by the UW-System forInstitutions of Higher Education in Wisconsin in Partnership with High-Need School Districts

  11. Need for the Project How to design a professional development program that addresses the challenge of “scale” within a school district? Common Core State Standards. Improve teacher mathematical knowledge for teaching and teaching practice. Scale: Within and across schools in a district.

  12. Theory of Action

  13. Fulfilling a Promise These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states [districts] to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that these standards are not just promises to our children, but promises we intend to keep. --CCSSM (2010, p. 4)

  14. Common Core Leadership in Mathematics Project CCLM

  15. CCLM • Year 1 • Topics: CCSSM domains OA, NF, RP; Coaching • (80 contact hours) • Year 2 • New leaders: Repeat of Year 1 (80 hours) • Continuing leaders: Geometry, Facilitation, & Coaching (30 hours) • Year 3 • Smarter Balanced & Formative Assessment • and Coaching Skills(50 contact hours) Project Design

  16. Stage 1: Know & Model Leadership of Self Stage 2: Collaborate & Implement Leadership of Others Stage 3: Advocate & Systematize Leadership in the Extended Community Stages of Leadership Action NCSM (2008). Principles and Indicators for Mathematics Education Leaders (PRIME).

  17. Mathematics Content & Practices TeacherLeadership Networking Project Benefits Across Districts

  18. Mathematics Content & Practices Digging In: In-depth development of teacher content knowledge of the standards—both Mathematics Content and Mathematical Practices. Looking Across: Knowledge of the progression of mathematics standards “across grades.” Benefit 1

  19. TeacherLeadership Benefit 2 Sustained-Collaborative: Gradual building of knowledge of the Common Core and capacity in leadership and coaching skills. Teachers Supporting Teachers: Gradual growth from leadership of self to leadership of others—commitment and credibility embedded daily into informal conversations and in more formal PD.

  20. Networking Across Districts: Shared needs lead to creating and sharing resources across districts—tools, people, and experiences. With University Faculty: Access to the expertise of university mathematics content and mathematics education faculty. Benefit 3

  21. The collaboration with other school districts has helped us develop a deeper awareness of the challenges and successes that we all share. By bringing together teachers from several districts—urban and suburban—we are able to let go of our local issues. Our conversations stay focused on math and leadership. Cross-district Collaboration

  22. Pervasive Themes

  23. Coherence Viewing mathematics learning progressions across grades. Rigor of Understanding Deep, genuine understanding of mathematics and ability to use that knowledge in real-world situations. Establishing Common Language Focus Unifying themes, fewer topics, and guidance on “ways of knowing” the mathematics.

  24. Wisconsin adopts CCSSM

  25. Focus Question

  26. What are the critical features and impacts of “Math Leadership Teams” in the work of mathematics improvement within a school district?

  27. Case of Mequon-ThiensvilleSchool District

  28. How are we moving toward common instructional practice within a school and across the district?

  29. CCLM Understanding the CCSSM Focus, Coherence & Rigor K-4 Curriculum Supplement Professional Development OA, NF, RP MP1, MP2, MP3, MP5 CC Teacher Leader Team PLC & Vertical Teams Supplemental Materials Response to Intervention In the midst of the perfect storm!

  30. MP1. Make sense of problems and persevere in solving them. MP2. Reason abstractly and quantitatively. MP3. Construct viable arguments and critique the reasoning of others. MP5. Use appropriate tools strategically. MP6. Attend to precision. Standards for Mathematical Practice Standards for Mathematics Content CCLM K-8 Focus: Deepen Mathematical Knowledge K-2: Operations and Algebraic Thinking (OA) 3-5: Number and Operations: Fractions (NF) 6-8: Ratio and Proportional Relationships (RP) NMAP (2008), Major Domains of SBAC & PARCC (2012), IES RtIRecommendations

  31. MTSDTeacher Leadership Team Classroom teachers who made a commitment to delving deeper into the Common Core and to providing leadership at various levels. 13 CCLM project participants 10 teachers with other training Grades K-8 30-200 hours of face-to-face study (so far...)

  32. CCLM What is role of Teacher Leaders? • Support transition of teaching mathematics to match CCSSM expectations for students. • Inform the work of district. How? • Be a leader of self. • Support colleagues to better understand the mathematics. • Support district initiatives on the ground level. • Develop teacher-friendly resources. •Ensure math has a voice.

  33. Tape Diagram Booklet Concrete  Representational Abstract CCLM An equal number of girls and boys attended the magic show. When 26 girls and 121 boys left there were 6 times as many girls as boys. How many boys attended the magic show at first? Clare has 15 red bears and 9 blues bears. How many more red bears than blue bears does Clare have? Systematic & Strategic Steps: Instructional Resource

  34. District Curriculum Guide Addendum CCLM Systematic & Strategic Steps: Alignment • K-4 Lesson by Lesson Transition to Core Expectations • Supports K-8 Math Practices and Content Focus • Features increased use of: • concrete and visual models • problem solving opportunities • critical thinking through questioning • supplemental activities

  35. Response to Intervention CCLM Leaders became intervention teachers. Lead grade-level PLC discussions about student data, intervention, and links back to the classroom. Use coaching skills in learner-focused conversations learner focused with colleagues.

  36. Began with the mathematics  Grounded in the progression of mathematical skills and knowledge within our focus domains (OA, NF, RP). Focused  gradual  realistic  manageable Why is this working?

  37. Ways to Build Mathematical Understanding Make a picture Use concrete materials: manipulatives Use Symbols Explain orally and/or in writing Give a context: tell a story

  38. What has helped us as a “district” grow toward common practice? Having a focus  OA, NF, RP, MP 1, MP 2, MP 3, MP 5 Someone to lead the charge and keep the focus. Resources that came at the right time. Team Developed Documents & Resources. Time to study together and develop meaningful materials for our grade levels.

  39. How do our administrators help us? Show an interest in our work. Watch us teach to understand the shifts in instruction. Understand that this work takes time to “develop teeth.” Publicly, administratively, and financially support shifts in instruction.

  40. Reflect, then Turn and Talk As you consider the case of the Mequon-Thiensville School District, identify at least one critical feature of the math leadership team and at least one impact that seems to be occurring because the team exists.

  41. Case of School District of South Milwaukee

  42. From Math Committee to Math Leadership Team Original Design of Math Leadership Team: • Created in response to low math achievement. • Identified by Director of Instruction • Representatives from each school in district 1 teacher from each elementary school. 1 HS representative 2 MS teachers plus the K-12 Math Coordinator

  43. Math Committee: First Ten Years So… Address Gaps in curriculum K-12 • Grade level benchmarks • District assessments • Data Results • More of the same • Inconsistent impact Needs Assessment • Identifying gaps Solutions • Program adoption • Outside consultants Results • Growth for some • Still many gaps • Wide range

  44. The Beginnings of Change: 2008-2010 Vehicles of Change: Adoption of Reform Elementary Math Program Hired Elementary Math Specialist Professional Development of the MLT Professional Development - all elementary teachers Comprehensive Mathematics Framework

  45. Slowly changing. . . Strong Teacher Leadership K-6 Math Specialist, Paige Richards 5-12 Math Specialist, Joe Giera New Focus for MLT: High quality mathematics program for all students Provide quality & timely professional development around mathematics Professional Learning Networks

  46. A New Era: Wisconsin adopts CCSSM

  47. Vehicle for Change: CCSSM

  48. From Math Committee to Math Leadership Team CCLM The Game Changer: CCLM

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