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Teaching Mathematics for Learning in the 21 st Century

Teaching Mathematics for Learning in the 21 st Century. Goals. Understand how PDE plans to build capacity state-wide for school districts to utilize SAS Learn how IU-based Teacher Leadership Academies will establish Professional Learning Communities

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Teaching Mathematics for Learning in the 21 st Century

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  1. Teaching Mathematics for Learning in the 21st Century

  2. Goals • Understand how PDE plans to build capacity state-wide for school districts to utilize SAS • Learn how IU-based Teacher Leadership Academies will establish Professional Learning Communities • Learn about tools and strategies teacher leaders will use to facilitate in-district PLCs

  3. PDE Building Capacity Statewide Using a Standards Aligned System to enable all PA students to learn mathematics

  4. Richard Elmore Susan Fuhrman Carl Glickman Asa Hilliard Anne Lieberman Dan Lorti Robert Marzano Milbrey McLaughlin Jay McTighe Virtually All Education Researchers Agree:Educator Collaboration is Key! Fred Newmann Allan Odden Doug Reeves Mike Schmoker Deborah Shifter Dennis Sparks James Stigler Gary Wehlage Grant Wiggins Deborah Ball Roland Barth Carol Belcher Louis Castenell Jim Collins Tom Corcoran Lisa Delpit Rick DuFour Karen Eastwood

  5. Building Capacity State-Wide • Across the state, IU Curriculum Coordinators are trained so that every IU is able to conduct 2 distinct Teacher Leadership Academies • Elementary Mathematics TLA • Intended for teachers in grades K-6 • Secondary Mathematics TLA • Intended for teachers in grades 7-12 • Each TLA is a two-year academy

  6. Professional Learning Communities • Use expertise of IU-based Mathematics Coordinators • IUs build regional PLCs of appointed Teacher Leaders • Teacher Leaders lead in-district PLCs

  7. Teacher Leadership Academies:A Research Supported Approach Using a Standards Aligned System to enable all PA students to learn mathematics

  8. Appointment of Teacher Leaders • 1-2 teacher leaders from each district building are appointed to participate in the IU-based TLA • Secondary: at least 1 from middle and 1 from high school with option for two from each level • Elementary: 1 or 2 teachers from each elementary building

  9. Long-term Professional Development • Multi-year commitment for each teacher leader • 2 years of 8 days a year • Qualifies as academic coursework for Act 48 • 3 CPE credits for each year long academy • Opportunities for Year 3 training and beyond are available

  10. Building Administrators support Teacher Leaders • A building administrator should attend the first 4 days of the TLA • The purpose is to develop an understanding of the tools and strategies their teacher leaders will be using to engage district colleagues in on-site PLCs

  11. Variety of IU-based TLA Scheduling Options • Summer session with follow-ups • 3 or 4 contiguous days in the summer • 4 or 5 days follow-up spread across school year • Saturday make-up day options • School Year • 1 day a month or 2 days every other month

  12. To Reach Every Teacher of Mathematics • Teacher Leaders facilitate in-district PLCs • 24 hours total in eight 3-hour modules annually • Includes all teachers of mathematics at every level from K-12 • Uses teacher learning curricula focusing on SAS elements • District schedules time and audience

  13. Tools and Strategies for Mathematics PLCs Using a Standards Aligned System to enable all PA students to learn mathematics

  14. PLCs Utilize Teacher Learning Curricula • Written and video case analysis of classroom episodes build capacity to examine and strengthen teaching practice • Nationally field tested and refined teacher learning curricula

  15. Core Teacher Learning Curricula for Elementary Mathematics • Developing Mathematical Ideas (EDC) • Building a System of Tens • Making Meaning of Operations

  16. Core Teacher Learning Curricula for Secondary Mathematics • Video Cases for Mathematics Professional Development(West Ed) • Implementing Standards-Based MathematicsInstruction (University of Pittsburgh)

  17. Tools used in both Elementary and Secondary Academies • Thinking Through a Lesson Protocol (University of Pittsburgh) • Mathematics Task Framework (University of Pittsburgh) • Mathematics Curriculum Topic Study (Maine MSA)

  18. Integrates Multiple PDE Initiatives • Incorporates data analysis for instructional improvement – PSSA, PVAAS, 4-Sight, Getting Results (Root Cause Analysis; Action Planning) • Offers leadership support and content for Classrooms for the Future mathematics teachers for PLCs

  19. Integrates Multiple PDE Initiatives • Builds understanding of effective core mathematics instruction as essential to Response to Intervention (RtI) • Builds understanding of mathematics content to compliment PowerTeaching strategies

  20. Integrates Multiple PDE Initiatives • Actively applies differentiated instruction to mathematics • Integrates formative assessment strategies as featured at 2008 Governor’s Institute

  21. District Cost • District Cost for 2 year course materials • $1500 for 30 participants at elementary level • $500 for 30 participants at secondary level • District support required for substitute teachers and materials • Access to funds to support in-district costs • Title I • School Improvement Funds • Newly available funding from state

  22. Teaching Mathematics for Learning in the 21st Century

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