Transcript Mathematics Leadership Team

Mathematics Leadership Team
Olympic ESD Bremerton
December 9, 2014
Tamara Smith
How was Thanksgiving?

Ate turkey on Thursday

No turkey Thursday

Travelled (any distance)

Stayed at home

Watched football

Watched a movie

Prefer Apple Pie

Prefer Pumpkin Pie
Building a Statewide System
 Regional
Math
Coordinators
 Fellows
 MEC
RMST
 Regional Groups
 Districts
Objectives

Develop a deep understanding of the CCSS Math
standards & the new Smarter Balanced assessments.

Understand the role of building and district team
leadership in supporting the implementation of the
new standards.

Create a common vision of the strong connections
between CCSS Math and new teacher and principal
evaluation criteria and instructional frameworks.

Share, find and create resources with other
district math leaders in the region.
Key Learning

Deepen understanding of Standards for
Mathematical Practice (SMP) & Smarter
Balanced Assessments (SBA)

Focus on the 3 Shifts in Mathematics:
Focus, Coherence, & Rigor

CCSS alignment in lesson design and
curricular materials
The Instructional Core
Text/Task
“Content”
Context
Increasing the level and
complexity of the
curriculum/content.
Teacher
Student
Increasing the knowledge,
skills and expertise of the
teacher.
Changing the role of
the student as learner.
CHILDRESS, ELMORE, GROSSMAN, KING. Public Education Leadership Project, 2007
Agenda
Principals to Action Reading
 State & national updates
 Review of Resources
 Number Talks

Working Lunch & Team Time/Networking

Leadership Learning –
◦ Predictable Dynamics Posters
Regional Lesson Study: CCSS alignment in
lesson design and classroom practice
 Reflection/Evaluation

Seven Norms of Collaboration
Pausing
2. Paraphrasing
3. Probing for
specificity
4. Putting ideas on
the table
1.
Paying attention to
self and others
6. Presuming positive
intentions
7. Pursuing a balance
between advocacy
and inquiry
5.
Principles to Actions:
Ensuring Mathematical Success for All
The primary purpose of
Principles to Actions is to fill
the gap between the
adoption of rigorous
standards and the
enactment of practices,
policies, programs, and
actions required for
successful implementation of
those standards.
NCTM. (2014). Principles to Actions: Ensuring
Mathematical Success for All. Reston, VA: NCTM.
Principles to Actions:
Ensuring Mathematical Success for All
The overarching message is
that effective teaching is the
non-negotiable core
necessary to ensure that all
students learn mathematics.
The six guiding principles
constitute the foundation of
PtA that describe highquality mathematics
education.
NCTM. (2014). Principles to Actions: Ensuring
Mathematical Success for All. Reston, VA: NCTM.
Teaching and Learning Principle
Teaching and Learning
An excellent mathematics program requires
effective teaching that engages students in
meaningful learning through individual and
collaborative experiences that promote their
ability to make sense of mathematical ideas
and reason mathematically.
Obstacles to Implementing
High-Leverage Instructional Practices
Dominant cultural beliefs about the teaching
and learning of mathematics continue to be
obstacles to consistent implementation of
effective teaching and learning in
mathematics classrooms.
Eight High-Leverage
Instructional Practices
• Establish mathematics goals to focus learning
• Implement tasks that promote reasoning and
problem solving
• Use and connect mathematical representations
• Facilitate meaningful mathematical discourse
• Pose purposeful questions
• Build procedural fluency from conceptual
understanding
• Support productive struggle in learning mathematics
• Elicit and use evidence of student thinking
Eight High-Leverage
Instructional Practices
Support Productive Struggle in Learning
Mathematics.
Effective teaching of mathematics
consistently provides students, individually
and collectively, with opportunities and
supports to engage in productive struggle as
they grapple with mathematical ideas and
relationships.
Beliefs
“Teachers’ beliefs influence the decisions
that they make about the manner in which
they teach mathematics… Students’ beliefs
influence their perception of what it means
to learn mathematics and their dispositions
toward the subject.” (NCTM, 2014)
Productive and Unproductive Beliefs
Mathematics
Practice
Beliefs
Reading: Support Productive
Struggle in Learning Mathematics
“NCTM Principles to Action”
Agreements-What ideas or passages in the text
do you agree with?
 Beliefs – What beliefs are evident in Ms. Flahive’s
and Ms. Ramirez’s classrooms (see fig. 21)? What
impact do those beliefs have on students’
opportunities to grapple with the mathematical
ideas and relationships in the problem??
 Connections – What connections do you see to
the Standards for Mathematical Practice?

State and Regional Updates





NBC Video and response
SBAC Assessment System – OSPI webinars
Dan Meyer – Flyer
Task Tuesdays
http://www.openwa.org/
◦ Open educational resources – College level
Education Week – spotlight on
Math Instruction
 Collaborative for Student
Success
 Recording our work

◦ ESD website
Task Tuesday
Common Core Implementation
Resources
Content Standards
 Standards for Mathematical Practice
 3 Shifts: Focus, Rigor, Coherence

 What
resources do you use to insure
your lessons and units are aligned to
the content and spirit of the
Common Core Standards?
Number Talks
Lunch/ Team Time
Please return at 12:45
Leadership of Others: Group
Dynamics and Knowing Yourself
Read ‘Predictable Dynamics in Groups’ article.
 On the back of the article you have 4 lines representing
the continua from the article:

Task
Certainty
Detail
Autonomy
Relationship
Ambiguity
Big Picture
Collaboration
Mark an ‘X’ where you see yourself on each continuum
as a group member.
 Mark an “O” where you see yourself on each
continuum as a group leader.

Predictable Dynamics
What are some patterns of discomfort to
monitor in your self as a group member?
As a leader?
 What are some hot button topics coming
up in group(s) that will require personal
flexibility for you as a leader?

Leadership of Others: Group
Dynamics
Create a Human Continuum with the following (we’ll do
this 4x – one for each):




1.
2.
3.
4.
Task – Relationship
Certainty – Ambiguity
Detailed – Big Picture
Autonomy - Collaboration
Predictable Dynamics Posters
le
Divide poster into four quadrants and label (see example
below). Collect your group’s thinking in each quadrant of
the poster
Words or actions that might
convey this stance:
When it might be
effective for a leader to
speak from this stance:
When this stance might be an What a person in this
ineffective choice:
stance might not be able
to do effectively:
Afternoon Check-in
Classroom Connections
Content Emphasis
 Grade Level Tasks
 EQUIP Rubric

Equip Rubric
Achieve.org
 http://www.achieve.org/EQuIP

Reflection/Evaluation
•
Please complete the online PD
survey as well as the standard ESD
clock hour evaluation form
Online PD evaluation
In order to identify your ESD’s most effective
professional development strategies—practices and
supports that impact teachers’ instructional shifts along
with performance outcomes for students—we
respectfully request participants complete a survey at
the end of a training or series of trainings. The purpose
of the survey is to simply identify which pieces of the
training(s) that we provide best support your needs as
an educator. We ask for your name on the survey only
to be able to match demographic and performance data
to your responses. In no way will the data be used
to evaluate you or your work. In fact, your name will
be deleted from the record once the data are matched
thus ensuring your responses are anonymous.

The data collection will ensure the
continuous improvement of professional
development professional learning
experiences for math, science and ELA.
The collection of these data also helps to
ensure the continued funding of free or
low-cost, high-quality professional
development in math, science, and ELA.
We deeply appreciate your cooperation.
Thank you.
Evaluation Survey
To access the math
survey
type this address into your
browser:
http://www.surveygizmo.co
m/s3/1823995/AESD-MathPD-Reflection
Course Title: Other
Then enter: MLT Mtg. 2
Date: 12/09/2014
Clock hours: 6
Olympic ESD 114
OR
Scan this QR code
with your tablet or
smartphone. (Note:You
may need to download an app
to allow scanning to work.)
Evaluation Survey
To access the math
survey
type this address into your
browser:
http://www.surveygizmo.co
m/s3/1823995/AESD-MathPD-Reflection
Course Title: Other
Then enter: MLT Mtg. 2
Date: 12/09/2014
Clock hours: 6
Olympic ESD 114
OR
Scan this QR code
with your tablet or
smartphone. (Note:You
may need to download an app
to allow scanning to work.)
Evaluation Survey
To access the math
survey
type this address into your
browser:
http://www.surveygizmo.co
m/s3/1823995/AESD-MathPD-Reflection
Course Title: Other
Then enter: MLT Mtg. 2
Date: 12/09/2014
Clock hours: 6
Olympic ESD 114
OR
Scan this QR code
with your tablet or
smartphone. (Note:You
may need to download an app
to allow scanning to work.)
Evaluation Survey
To access the math
survey
type this address into your
browser:
http://www.surveygizmo.co
m/s3/1823995/AESD-MathPD-Reflection
Course Title: Other
Then enter: MLT Mtg. 2
Date: 12/09/2014
Clock hours: 6
Olympic ESD 114
OR
Scan this QR code
with your tablet or
smartphone. (Note:You
may need to download an app
to allow scanning to work.)