moving to common practice with the common core essential role of district teacher leadership teams...

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

DeAnn HuinkerProfessor,

Mathematics EducationDirector,

Center for Math & Science Education Research

University of Wisconsin-Milwaukee

Melissa HedgesK-8 Mathematics

Teaching Specialist Mequon-Thiensville

School District, Wisconsin

Paige RichardsK-6 Mathematics

Specialist School District of South Milwaukee, Wisconsin

What is your professional role?

☐ Classroom Teacher☐ Math Coach or Specialist☐ Curriculum Coordinator or

District Administrator☐ Professional Development Provider☐ University Faculty☐ Other

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.

Overview

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.

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)

• University-district partnership project.

• Case of Mequon-Thiensville school district.

• Case of South Milwaukee school district.

• Critical features and impacts of Mathematics Leadership Teams

Agenda

Partnership 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

Common Core Leadership in Mathematics Project

• Common Core State Standards.

• Improve teacher mathematical knowledge for teaching and teaching practice.

• Scale: Within and across schools in a district.

Need for the Project

How to design a professional development program that addresses the challenge of “scale”

within a school district?

School

Grade Level

Classroom

District Math Leadership Team

Classroom Teachers as Emerging Leaders

District Math SpecialistsTheory of

Action

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)

Common Core Leadership in Mathematics Project

Project Design

Year 1 Topics: CCSSM domains OA, NF, RP; Coaching (80 contact hours)

Year 3Smarter Balanced & Formative Assessmentand Coaching Skills (50 contact hours)

Year 2New leaders: Repeat of Year 1 (80 hours)Continuing leaders: Geometry, Facilitation, & Coaching (30 hours)

Stage 1: Know & ModelLeadership of Self

Stage 2: Collaborate & Implement

Leadership of Others

Stage 3: Advocate & Systematize

Leadership in theExtended Community

Stages of Leadership ActionNCSM (2008). Principles and Indicators for Mathematics Education Leaders (PRIME).

Project Benefits Across Districts

Networking

Teacher Leadership

Mathematics Content & Practices

Benefit 1

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.”

Mathematics Content & Practices

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.

Teacher Leadership

Benefit 3

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.

Networking

Cross-district Collaboration

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.

Pervasive Themes

FocusUnifying themes, fewer topics, and guidance on “ways of knowing” the mathematics.

CoherenceViewing mathematics learning progressions across grades.

Rigor of UnderstandingDeep, genuine understanding of mathematics and ability to use that knowledge in real-world situations.

Establishing Common Language

Wisconsin adopts CCSSM

Focus Question

What are the critical features and impacts of “Math Leadership Teams”

in the work of mathematics improvement within a school district?

Case of Mequon-Thiensville

School District

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

In the midst of the

perfect storm!

Professional

DevelopmentK-4 Curriculum Supplement

Supplemental Materials

Response to Intervention

PLC & Vertical TeamsCC Teacher

Leader Team

Understanding the CCSSMFocus, Coherence & Rigor

OA, NF, RP

MP1, MP2, MP3, MP5

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.

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 RtI Recommendations

Standards for Mathematical Practice

Standards for Mathematics Content

K-8 Focus: Deepen Mathematical Knowledge

MTSD Teacher 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 participants10 teachers with other trainingGrades K-8 30-200 hours of face-to-face study (so far...)

What is role of Teacher Leaders?• Support transition of teaching mathematics to match CCSSMexpectations 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.

Systematic & Strategic Steps: Instructional Resource

Clare has 15 red bears and 9 blues bears. How many more red bears than blue bears does Clare have?

An equal number of girls and boys attendedthe magic show. When 26 girls and 121 boys leftthere were 6 times as many girls as boys. How many boys attended the magic show at first?

Tape Diagram BookletConcrete Representational Abstract

• 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

Systematic & Strategic Steps: Alignment

District Curriculum Guide Addendum

• 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.

Response to Intervention

Why is this working?

Began with the mathematics

Grounded in the progression of mathematical skills and knowledge within our focus domains (OA, NF, RP).

Focused gradual realistic manageable

Use Symbols

Give a context: tell a story

Explain orally and/or in writing

Make a picture

Use concrete materials:manipulatives

Ways to Build Mathematical Understanding

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.

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.

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.

Case of School District of South Milwaukee

Original Design of Math Leadership Team:

• Created in response to low math achievement.

• Identified by Director of Instruction

• Representatives from each school in district1 teacher from each elementary school.1 HS representative2 MS teachers plus the K-12 Math Coordinator

From Math Committee to Math Leadership Team

Needs Assessment• Identifying gaps

Solutions• Program adoption• Outside consultants

Results• Growth for some• Still many gaps• Wide range

So…Address Gaps in curriculum K-12• Grade level benchmarks

• District assessments• Data

Results• More of the same • Inconsistent impact

Math Committee: First Ten Years

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

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

A New Era: Wisconsin adopts CCSSM

Vehicle for Change: CCSSM

Standards for Mathematical

Practice

Content Standards

Focus, Coherence,

Rigor

THE GAME CHANGER: CCLM

From Math Committee to Math Leadership Team

Math Leadership Team

June 2012, journey with CCLM begins.

Transformative change for our team.10 MLT members• 7 CCLM project participants• 3 teachers with other trainingGrades K-12

Focusing the Math Leadership Team

Studying the Common CoreCoaching and LeadershipAssessmentInstructional PracticeChanged Beliefs: high expectations for learning,

fluency, effective classroom instruction

What has fostered our growth from Math Committee to Math Leadership Team?• CCLM• District Math Leaders to lead and keep the focus • Having a focus Fully understood strong. universal

curriculum, instruction and assessment.• Develop shared vision.• Build teacher leadership capacity.

How do our administrators help us?

• Teacher led decision-making through honest collaboration with administrators.

• Freedom & flexibility to work within and beyond the confines of the district.

• Understand that change takes time.

• Trust in us as instructional leaders.

Administrator Reflection 1

“Teachers who participated in CCLM have reached new levels of understanding about mathematical concepts and how to teach those concepts to students. These teachers are confident in their instructional delivery and in helping colleagues and parents understand the Common Core State Standards. I am amazed by their renewed passion and energy. Their professional growth has enabled them to become instructional leaders in their schools and throughout the district.”

Dr. Rita Olson, Superintendent

Administrator Reflection 2

“A leader in mathematics is not just someone who knows a lot about math. A leader in mathematics is one who can skillfully capitalize on every learning opportunity for students and staff alike. The teachers in South Milwaukee who have participated in CCLM professional development, have successfully woven together mathematical content and practice.”

Ann Ecker, Director of Instruction

Reflect, then Turn and Talk

As you consider the case of the South Milwaukee School District,

identify at least one critical feature of this math leadership team and at least one impact that seems to be occurring

because the team exists.

Critical Features and Impactsof Math Leadership Teams

Common Core Leadership in Mathematics Project

What seem to be some of the critical features and impacts of

“District Math Leadership Teams” in the work of mathematics improvement

within these two case school districts?

Critical Features• Across schools.• Across grades.• Viewed as emerging

leaders.• Engage in PD to build

their capacity as leaders.• Meet periodically.• Learn with and work with

a District Math Specialist.

Impacts• Common mathematics

vision and messaging.• More voices or advocates

for mathematics.• More teacher-to-teacher

interactions in schools on effective instruction.

• Strengthens District Math Specialist as an advocate for teachers.

District Math Leadership Teams

What more would you like to know about or comment on

in regards to our collaborative work?

Questions or Comments

Walk Away

The hard work in school districts in meeting the promise of the Common Core requires knowledgeable, dedicated individuals, but it can not rest on the shoulders of individuals. Rather it requires the collective work of leadership practice “truly” distributed across teachers as leaders and decision makers in order to move school districts to common practice with the Common Core.

Thank you!DeAnn Huinker:

huinker@uwm.edu

Melissa Hedges:

mhedges@mtsd.k12.wi.us

Paige Richards:

prichards@sdsm.k12.wi.us

www.cclm.uwm.edu