Transcript Leveraging Capacity - Teachers Development Group

Mathematics Studio Program
The “Studio” as Productive Context for Rehearsing
and Refining High-Leverage Practices
Teachers Development Group
2009 Leadership Seminar on Mathematics Professional Development
Jill Board, Linda Foreman, and Bill Rhoades
February 14, 2009
Intellectual Framework
OMLI Implementation Scale (Weaver, 2009)
Mathematical discourse (Leahy, Lyon, Thompson, and Wiliam,
2005; Yackel & Cobb, 1996; Hufferd-Ackles & Sherin, 2004)
Cognitive demand (Stein, Smith, et al, 2000)
Lesson study (e.g., Stigler & Heibert, 1999, Lewis, 2006)
Teacher generativity (Franke, Carpenter, Levi, & Fennema,
2001)
Specialized mathematics content knowledge (Ball, Thames and
Phelps, 2008)
High-leverage practices, Franke (2008), Franke & Kazemi (2009)
Effective professional development, Darling-Hammond et al (2009)
Math Studio Program Impacts
Sustainable Infrastructure
– The studio classroom model as an institutionalized
means of continuous improvement.
Increased Student Achievement
Decreased Achievement Gap
– Equity in the math achievement levels attained by
students of differing ethnicity, gender, language,
and socioeconomic status.
Outcomes
Increased Professional Development
Capacity
Increased Specialized Content Knowledge
Established Studio Classrooms
Professional Learning Communities
Improved Teaching for Learning
Increased Mathematical Discourse
Studio Program People
Studio teacher
Studio principals
Resident teachers
District/Building math coach
Resident administrators
TDG consultant
Math Studio Program
Components & Participants
Mathematics Studio Program
A High-Leverage PD Model
5 two-day Studio Cycles in each Studio
Classroom
5 days of Best Practices
5 days, Coaching Seminar
5 days, Leadership Seminar
5 half-days, PRP
5-days, Summer Math Content Course
About the Studio: the Heart of the Program
Best
Practices
Seminar
Instructional
Leadership
Leadership
Studio
Studio
Classroom
Summer
Math
Courses
Coaching
Studio
Seminar
Online
Studio Classroom
A “greenhouse” environment where learning about
mathematics content, pedagogy, and leadership
thrives
Like an artist’s studio, it’s a place to –
– roll up our sleeves
– explore new designs that press on the boundaries of
our current beliefs and practices
– reflect deeply and critically about the impact of
specific teaching practices
– examine and learn from moves that do and don’t work
Studio Classroom
Unlike most artists’ studios - it’s a
context for learning by an inquiry group
of teachers, coaches, and
administrators
Brings seminar (e.g., Best Practices,
Coaching, Instructional Leadership)
learning to life in “in the moment”
practice
Studio Classroom People
Work in the Studio Classroom
There are 3 key features to the studio
classroom work during each cycle.
1. Data Snap
2. Preliminary planning session.
3. Studio Day
What Happens During a
Studio Day?
Rehearsal of high-leverage practices
Some Year One examples
Lesson Planning Framework
Mathematicians Dyad
Conferring with Mathematicians
Caution
A year of Studio work should emphasize
only a small number of practices and
tools. Go deep and give time for
internalization of the practices.
Keep the Intellectual
Framework in Mind
The studio is always live and public coinquiry and practice with intensive
reflection and a relentless focus on:
Students’ mathematical thinking
Cognitive demand
– mathematical discourse that focuses on
justification and generalization
Typical Year-One Studio Day
Pre-session
Lesson Summary
Plenary Sharing Planning Tool
Observation/Enactment of the Lesson
Student Discourse Observation Tool
Debrief
Dialogue for Action
Studio Day Other possibilities
Pose problem, observe students at work,
collect artifacts, select and sequence,
return to classroom
Teams practice Conferring
Teams rehearsing a specific practice with
groups of students
What Happens Between
Studio Cycles?
Rehearsal of high-leverage practices by
teachers, coaches, and administrators
Collegial inquiry and interaction
Online workshops
Between Cycle Applications
Everybody has an assignment based on
their role in the system
The shared tools and well-defined
practices leverage integrity of betweencycle applications (where the real
learning happens)
Fostering School-wide
Mathematics Learning
While studio work centers on a studio
classroom, the studio school is the first-order
unit of transformation:
– Transforming the mathematics understanding and
achievement by all students
– Transforming the culture of mathematics
professional learning across the school
It’s sustainable!
Skyview Middle School
Impact on the district.
Other Studio Settings
Coaching Studio
Leadership Studios
Math Content Course Studios
Example:
Setting is a workshop
Instructional
Best
facilitated by a coach
who
Leadership
Practices
receives coaching by the
Seminar
consultant. Residents are
other Coaches
Leadership
Studio
Studio
Classroom
Summer
Math
Courses
Coaching
Studio
Seminar
Online
Mathematics Studio Program
Instructional
Leadership
Best
Practices
Seminar
Leadership
Studio
Studio
Summer
Examples:
Math
Classroom
•Principal’s
observation/debrief
Coaching
Studio
Courses
with a teacher
•Staff meeting centered on math
•Administrator walk-throughs.
•Residents are other
Principals.
Online
Seminar
Stories from our practice
Thank you
Jill Board:
[email protected]
Linda Foreman:
[email protected]
Local: 503.650.1914
Toll-free: 877.650.1914
What happens during
a Data Snap?
Walk-through with the principal
Always includes the resident & studio
teachers classrooms
To what extent is the work taking root in the
school?
Leadership coaching for the principal
Informs the consultant’s work
Sometimes includes a resident principal
Data Snap Tools
Some examples:
Classroom Data Tool – Math Tasks
Data Snap Recording Sheet
Student Discourse Observation Tool