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A Coaching Model in the Transformation of Math Teachers to Math Teacher Leaders
Presented at NCSM, San Diego, CA April 19, 2010
by
Mathematics Teaching Specialists, Milwaukee Public SchoolBernard Rahming [email protected]
Cynthia Cuellar Rodriguez [email protected]
www.mmp.uwm.edu
The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation.
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Session Overview
Participants will: Learn about a coaching model used
to transform math teachers to Math Teacher Leaders.
Discuss the various ingredients/ components of the coaching model.
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Who we are
Milwaukee Public School (MPS) is the largest school district in the State of Wisconsin.
198 schools servicing more than 87,000 students
African American 57% Hispanic 22% White 12% Asian 5% Nat. Am. & Other 4% 79% Free and Reduced Lunch (FRL)
6000 Teachers
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Milwaukee Public SchoolDistrict Core Beliefs
Children come first.
The classroom is the most important place in the district.
Leadership and accountability are keys to our success.
Central Services supports student achievement.
Families are valuable partners.
Community partnerships add value.
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What is the Milwaukee Mathematics Partnership?
A community-wide collaborative PK-16 effort among school, university, union, government, business, and community organizations that seeks to substantially improve mathematics achievement for the 87,000 K-12 Milwaukee Public Schools students.
The MMP involves mathematics faculty and mathematics educators in collaboration with PK-12 educators in strengthening district curricula, student assessment measures, and re-designing pre-service and in-service teacher preparation focused on the needs of an urban district.
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Distributed Leadership
Student Learning Continuum
Teacher Learning Continuum
Mathematics Framework
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Comprehensive Mathematics Framework
Implement and utilize the Comprehensive Mathematics Framework to lead a collective vision of deep learning and quality teaching of challenging mathematics across the Milwaukee Partnership.
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Distributed Leadership
Institute a distributed mathematics leadership model that engages all partners and is centered on school-based professional learning communities.
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Teacher Continuum: Build and sustain the capacity of teachers, from initial preparation through induction and professional growth, to understand mathematics deeply and use that knowledge to improve student learning. Student Continuum: Ensure all students, PK-16, have access to, are prepared and supported for, and succeed in challenging mathematics.
Additional MMP Goals
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MMP Learning Team Continuum Aligned with Formative Assessment Principles
(1) Prior to teaching, teachers study and can articulate the math concepts students will be learning.
(2) Teachers use student-friendly language to inform students about the math objective they are expected to learn during the lesson.
(3) Students can describe whatmathematical ideas
theyare learning in the lesson.
(4) Teachers canarticulate how the
math lesson is aligned to district learning
targets,state standards, and classroom
assessments(CABS), and fits withinthe progression ofstudent learning.
(5) Teachers useClassroom assessments that yield accurate information about student learning of math concepts and skills and use of math processes.
(6) Teachers use assessment information to focus and guide teaching and motivate student learning.
(7) Feedback given to a student is descriptive, frequent, and timely. It provides insight on a current strength and focuses on one facet of learning for revision linked directly to the intended math objective.
(8) Students actively and regularly use descriptive feedback to improve the quality of their work.
(9) Students study the criteria by which their work will be evaluated by analyzing samples of strong and weak work.
(10) Students keep track of their own learning over time (e.g., journals, portfolios) and communicate with others about what they understand and what areas need improvement.
Stage 1Learning Targets
Stage 2Align State Framework
and Math Program
Stage 3Common CABS
Stage 4Student Work on
CABS
Stage 5Descriptive Feedback
on CABSUnderstand importance of identifying and articulating big ideas in mathematics to bring consistency to a school’s math program.
Develop meaning for the math embedded in the targets and alignment to state standards and descriptors and to the school’s math program.
Provide a measure of consistency of student learning based on standards/descriptors and targets.
Examine student work to monitor achievement and progress toward the targets and descriptors.
Use student work to inform instructional decisions, and to provide students with appropriate descriptive feedback.
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Turn and Talk
How would you use the Comprehensive Mathematics Framework and the Learning Team Continuum as a roadmap to develop Math Teacher Leaders?
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Role of Math Teacher Leader (MTL)
Although some of you would prefer to call these positions “math coaches, ” I challenge us to emphasize that the primary focus of the MTL is “teaching” and “leadership.” As a result, the term Mathematics Teacher Leader, or MTL captures the objectives more directly than a math coach. The MTLs will be involved in teaching (approximately 20% of their schedule) and will be expected to facilitate ongoing conversations about improving the learning, teaching, and assessment of mathematics with their colleagues.
March 2008, H. Kranendonk, Mathematics Curriculum Specialist
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Classroom teacher.
Respected among colleagues.
Uses standards-based approaches.
Shows initiative.
Able to access resources.
Ability to facilitate adult learning and conversations.
Characteristics of a Math Teacher Leader
Characteristics of a Math Teacher Leader
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Learning Team
Other Key Teachers
PrincipalLiteracy Coach
Math Teacher Leader
School-based Learning Teams are the infrastructure that allow for distributed leadership for mathematics.
Math Teacher Leaders are “key” for focusing their Learning Teams and schools on mathematics.
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Mathematics Teaching Specialist (MTS)
Provides support to Math Teacher Leader
Provides support to School with Math Teacher Leader
Facilitates / co-facilitates Professional Development
Conducts classroom visits Models best practices
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Evolution of Distributed Leadership
MTL is active within the school Teachers begin extensive
collaboration MTL & Teacher collaboration
extends outside school (MTS may become heavily involved in the school)
MTL is used primarily as a resource Teachers assume math leadership
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Monthly training session strands:
Mathematics Content
Leadership
Assessment
Math Teacher Leader Training
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mathematics content Rational Numbers and Proportionality
leadership skills M. Fullan’s Leading in a Culture of Change coaching skills
formative assessment principles R. Stiggins Shirley Clarke’s Unlocking Formative
Assessment instructional strategies Networking
cohorts and much more …
Focused on learning ….
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Stages of Leadership Action
Stage 1: Know & ModelLeadership of Self
Stage 3: Advocate & Systematize
Leadership in theExtended Community
Stage 2: Collaborate & Implement
Leadership of Others
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Coaching
ThinkOn your own, think about what are the components of coaching…
PairTurn to a partner and share your thoughts.
ShareShare with the whole group some of your thoughts and discussions.
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Coaching A process of developing knowledge,
upgrading practice and self confidence, and cultivating success.
Maintain a nonjudgmental stance Inquire about “What’s” and “Why’s” Focus on successes towards colleague’s goal Focus on colleague’s concerns. (Be
prepared to focus on whatever the colleague raises as an area of concern.)
Reflect on goals.
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Leadership
Turn and Talk
What is Leadership? Is it something one is born with? How would one develop
leadership skills?
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Leadership
Five basic components of effective leadership: Moral purpose Understanding the change process Knowledge creation and knowledge sharing Building relationships Coherence making
M. Fullan, Leading in a Culture of Change, 2001
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Distributed Leadership Progression
MTL is active within the school Teachers begin extensive collaboration
Teachers increase communication MTL & Teacher collaboration extends outside
schoolMTS is included, as well as, other MTLs and mathematicians and mathematics educators
MTL is used primarily as a resourceMTL becomes focal point for math
Teachers assume math leadershipTeachers defer to MTL for math leadership
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Personal Reflections
An idea that squares with my beliefs. . .
A question or concern going around in my head. . .
A point I would like to make. . .
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Next steps…
From the information shared, where are you as you develop leaders in your school/district?
What will you take back to your school/district to implement?
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References Costa, A., Garmstorn, R. (2002). Cognitive Coaching: A
foundation for Renaissance Schools. 2nd Edition Norwood, MA: Christopher-Gordon Publishers. ISBN: 0-926842-37-4
Fullan,Michael (2001). Leading in a Culture of Change. San Francisco, CA: Jossey-Bass.
Grant, Scott Nelson, et.al. (2003) Lenses on Learning. Dale Seymour Publications.
Lipton, L., Wellman, B. (2003) Mentoring Matters : A Practical Guideto Learning-Focused Relationships. Sherman, CT : Mira Via.
National Council of Supervisors of Mathematics (2008). The PRIME Leadership Framework. Denver, Solution Tree, Bloomington, IN.
National Research Council (2001). Adding it up: Helping children learn mathematics. J. Kilpatrick, J. Swafford, and B. Findell (Eds.). Mathematics Learning Study Committee, Center for Education, Division
West, L.& Staub, F. (2003) Content-Focused Coaching: Transforming Mathematics Lessons. Heinemann.
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The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation
www.mmp.uwm.edu