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Mathematically Connected Communities – Leadership Institute for Teachers (MC 2 – LIFT)

Increasing the Quality and Diversity of K-12 Teacher Leaders in Mathematics Dr. Karin Wiburg and Lisa Virag New Mexico State University. Mathematically Connected Communities – Leadership Institute for Teachers (MC 2 – LIFT). The Need for Quality and Diversity of Mathematics Teachers.

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Mathematically Connected Communities – Leadership Institute for Teachers (MC 2 – LIFT)

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  1. Increasing the Quality and Diversity of K-12 Teacher Leaders in MathematicsDr. Karin Wiburg and Lisa Virag New Mexico State University Mathematically Connected Communities – Leadership Institute for Teachers (MC 2 – LIFT)

  2. The Need for Quality and Diversity of Mathematics Teachers One approach is to recruit content specialists and teach them pedagogy This presentation suggests another approach to recruit teachers: take practicing teachers and deepen their mathematics content integrated with research-based practices to support student math learning

  3. MC2-LIFT Vision – The Vision of MC2-LIFT is: Teachers who complete the institute will become intellectual leaders able to facilitate the creation of rich mathematics learning environments for teachers and students in schools and districts

  4. MC2-LIFT Goals Goal 1: Increase teacher leaders’ knowledge of K-12 mathematics Goal 2: Expand and enrich pedagogical practices for teachers Goal 3: Develop intellectual teacher leaders Goal 4: Implement institute learning in school environments Goal 5: Sustain partnerships between mathematicians, education faculty & districts

  5. MC2-LIFT Participants • Two year institute - MAT in math • Cohort 1: 31 K-12 teachers • 14 elementary • 11 middle • 6 high school • 3 week summer academy, and every other Saturday fall/spring • Full day meetings • Five school districts (18 schools) • Principals academy

  6. MC2-LIFT - Leadership Institute for Teachers

  7. Development Team Mathematicians, teacher educators and public school leaders collaborate on course development Deep mathematical ideas developed from teacher’s current math knowledge Increase teacher knowledge of math and pedagogy relevant to K-12 classrooms through the lens of vertical alignment

  8. Development Team

  9. Hearing From the Mathematicians Patrick J. Morandi, Professor, Mathematical Sciences Douglas S. Kurtz, Professor, Mathematical Sciences

  10. Hearing From the Mathematicians How did you build strong collaboration with faculty and staff in the College of Education?

  11. Hearing From the Mathematicians How do you develop an institute in which K-12 teachers can interact and learn math together?

  12. Hearing From the Mathematicians What recommendations do you have for other people implementing a model like LIFT?

  13. School Support Team Video and self reflection Learning teams: Formative Assessment, Technology, Questioning and Summarizing, Student Engagement Informal assessment of application of course in the classroom Lesson Study

  14. Research Team –Three Primary Questions 1. How do teachers change as a result of participation in a) knowledge of mathematics, b) classroom practices and c) school leadership? 2. What is the effect of teacher change on student learning and achievement? 3. What can be learned from how the institute is developed and enacted?

  15. Research Team Data Collection • Assessments of Math Knowledge • Course pre and post assessments • Mathematical Knowledge for Teaching (MKT) • Student achievement scores on state assessment • Observations • Classroom Snapshot • Observation of Learning Environment • Scripting and opportunities for learning

  16. Research Team Findings so Far Changes in teachers math knowledge Changes in classroom environments

  17. Geometry Pre- and Post-Tests

  18. Algebra Pre- and Post-Tests

  19. OLE Classroom Observation Data

  20. Development Team Findings The teachers are learning math specific pedagogy, but are still working on putting it into practice. We need to help the teachers change their focus from teaching to understanding and monitoring student learning. Things we thought would be visible to teachers are invisible - need agreed upon definitions.

  21. Teacher & Student SUCCESS-our definition Teacher success • Ability to create a classroom math learning environment that exhibits high levels of a learning centered classroom • Use math content knowledge for teaching Student success • Ability to problem-solve, reason, and communicate mathematical thinking • Become proficient in grade level standards • Apply mathematical knowledge in the “real world”

  22. School Support Team-Findings Teachers strongly agreed that Lesson Study helps to support inquiry based instruction and to know what students know Teachers need good models for honest and reflective dialog Principal support matters

  23. Findings in General Important for the teams to communicate and collaborate regularly Need more agreed upon detailed definitions on which to base goals and activities Difficult to develop and implement at the same time Seeing positive changes in teachers

  24. Questions and Comments Would this work in your university? Questions Comments

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