Cultivating Leaders: Toyota Math and
Technology Leadership Academy
Dr. Janet Lynne Tassell, Dr. Rebecca Stobaugh, Dr. Marge Maxwell, & Terri
Stice
Western Kentucky University
Children need to do what “real” mathematicians do – explore and invent for the
rest of their lives.
- Susan Ohanian, from Garbage Pizzas, Patchwork Quilts and Math Magic
Init
iati
ve
$500K for 3 years April 2010-April 2013 Professional development initiative
for elementary math
teachers of grades K-6
in the Bowling Green
Independent Schools
and Warren County Schools.
Init
iati
ve
Designed to improve
student and teacher
dispositions and beliefs, increase student learning, and
increase family involvement in math
and technology.
Desi
gn
3-year award encompasses
14 teachers: Three courses for nine credit
hours, all expenses paid
Seminars sprinkled
throughout the duration of
MTLA Coursework is focused on a
comprehensive math and
technology approach that will
improve teachers’ knowledge
and instructional practices in
math, technology, diversity,
leadership, and assessment.
Desi
gn Faculty members from
Western Kentucky University serve as
directors and instructional leaders for
MTLA.
Housi
ng
Auth
ori
ty
Connect
ion
The instructional modules at the
Housing Authority of
Bowling Green as well
as at the participant’s
school.
Min
i-G
rants
In the second and third
year of MTLA, participants lead other
teachers in professional
development and implementation of the
instructional modules in
their schools. Mini-awarded for administering and leading a math and technology initiative in
your school.
How
will
Te
ach
ers
benefit?
A $2000 stipend per
participant upon completion of the grant
award requirements Nine hours of graduate
credit upon successful
completion of the course
in spring 2011
How
will
Te
ach
ers
benefit?
Strengthened math and
technology knowledge
and instructional practices in classroom
settings Strengthened understanding and skill
sets in leadership, assessment, and diversity to help implement change in the
school culture
Year
1
Offer three graduate
courses, each course
runs 10 weeks ELED 571 – Leadership,
Math and Technology ELED 572 – Math and
Technology Methods for
Diverse Learners ELED 573– Math and
Technology Assessments, Interventions, and Success
Year
1 (
cont.
)
Toyota MTLA participants will
plan their Math & Technology
Leadership Growth Plan that
includes the following
components: Describes strengths and growth
area in Association of Mathematics
Teacher Educators (AMTE)
Standards for Elementary
Mathematics Specialists and
International Society for
Technology Education (ISTE)
Teacher Standards Develop Plan of Action that
describes programs that they will
implement and provide over the
next two years of the Toyota MTLA
Academy
ELE
D 5
71:
Dig
ital
Sto
ryte
lling
“How
to C
hoose
a F
ield
Tri
p”
First, we surveyed (A)
Mrs. Evans on how to
choose a field trip that
is appropriate. Mrs. Evans said, “It needs to
match the curriculum
on what they’re learning about.” Then
she said, “It needs to
be safe and not like an
amusement park because you can get
injured,” and no out of
state field trips.
Stu
dent
Proble
m
Solv
ing
http://jamierector.word
press.com/
Digital Story created b
y special education stu
dents
“How
to C
hoose
a
Field
Tri
p”
(cont.
)
Prioritize Criteria
“Fie
ld
Rese
arc
hers
"
ELE
D 5
71:
Proble
m
Solv
ing T
ask
Sam
ple
1st Grade…
Problem Solving Scenario:
The leopard and the antelope
are playing a game. A leopard
can leap 7 meters in one
jump. The antelope can leap
10 meters in one jump.
The antelope jumped three
times.How many jumps does the
leopard need to make to
catch up?
ELE
D 5
72:
Spre
adsh
eet
Module
w
ith H
EAT
Google Forms Results
Elderly Homeless Families Homeless Animals Sick Children0
1
2
3
4
5
6
7
8
9
What Group Would You Like to Help?
“Help
ing H
ands
Proje
ct”
Google Form Results
Where Would You Like to Give?
Same Town
Same State
Anywhere in USA
Anywhere in World
Reco
mm
endati
on f
rom
Pro
ject
:
Our Recommendation:
Your donation of $1,000
can assist 400 homeless individuals in
maintaining proper hygienic appearance
and well being. For as
little as $2.31, one person can be given
the daily hygiene supplies that could help
improve their life!
Reco
mm
endati
on f
rom
Pro
ject
:
Our Recommendation:
When interviewing for a job, a
clean appearance is a must. In
order to work their way out of
homelessness, individuals must
be given a chance. Your
donation can reach 400
individuals who need a helping
hand. With an improved
appearance, comes a positive
attitude. This attitude will also
lend itself to helping the
homeless overcome their
temporary downfall and
improve their life circumstances.
ELE
D 5
73:
MTL
Conte
nt
Proje
ct http://www.xtranormal
.com/watch/12123611/
faster-isnt-smarter http://neesarichardson
.glogster.com/neesas-
mtla-glog/?
Year
2
MTLA Scholars wrote
and were awarded mini-grants to support
their planned projects
for their schools. Scholars implement
mini-grants. Scholars implement HABG project and document on blogs.
Year
2 Scholars present at local
or state conference. Attend seminars for PD –
iPad applications. Collect parent outreach
data.
HA
BG
& M
ini-
Gra
nt
Profe
ssio
nal
Deve
lopm
ent
Professional Growth Plan Documentation: http://neesarichardson.
wordpress.com/pgp-pro
jects-documentation/ HABG http://s1205.photobuck
et.com/albums/bb423/n
eesarichardson/
http://www.youtube.co
m/watch?v=f_ZoTTa49o
g
HA
BG
& M
ini-
Gra
nt
Profe
ssio
nal
Deve
lopm
ent
Lenses on Learning PD:
http://s1205.photobucket
.com/albums/bb423/nees
arichardson/Lenses%20o
n%20Learning/
Year
3 Continue implementation of mini-grants. Scholars complete
final mini-grant report.
Attend evening seminars for PD.
Init
iati
ve G
oals
Increase teacher efficacy in math and
technology Increase student achievement in math
and technology Develop national
model for teacher preparation and professional development
Init
iati
ve G
oals
Increase family involvement in math
and technology education Increase access to
math and technology
opportunities for diverse populations
Eva
luati
on/
Rese
arc
h
Qualitative and quantitative results pre-
assessment data collected
Pre-assessments surveys
collected from Toyota MTLA
participants, a control
teacher for each participant,
and each principal Math Efficacy Survey
Leadership Survey Technology Integration Survey
(LoTi) Parent Survey and Communication
Eva
luati
on/
Rese
arc
h (
c0nt.
)
MTL Growth Plan, Professional Portfolio,
Mini-grants In each course participants will create
one section of their MTL
Growth plan outlining
their strengths and areas
of growth with national
standards. They will also
describe projects they
will complete in year two
and three.
Eva
luati
on/
Rese
arc
h (
c0nt.
)
The participants’ Professional Portfolio
will present evidence of
their completion of leadership, math, and
technology projects. Toyota MTLA participants will write
mini-grant proposals
and final reports.
Outc
om
es
to
Date
Development of Elementary Mathematics Specialist
(EMS) Endorsement, P-
5: The courses developed for the Toyota MTLA initiative
are the pedagogy courses were accepted
for the EMS Endorsement.
Outc
om
es
to
Date
7 of the remaining 14
Toyota Scholars are completing the EMS Endorsement Fall 2011.
Through an excess of
tuition funds amount in
the budget within the
Toyota Award, the 7 scholars received $700
scholarships for each of
the remaining 2 courses
that were taught through
the MATH department.
EM
S
Endors
em
ent
Pedagogy requirements - 9
hours ELED 571: Leadership, Math,
and Technology Education (3
credit hours) ELED 572: Math and
Technology Methods for Diverse
Learners (3 credit hours)
ELED 573: Math and
Technology Assessment (3
credit hours) Mathematics content
requirements – 6 hours
(selected with advisor
approval)
EM
S
Endors
em
ent
Required (unless student completed
MATH 411 as part of baccalaureate
program): (0-3 hours) MATH 411G: Problem Solving for
Elementary and Middle Grades
Teachers (3 hours) Restricted elective(s): (3-6 hours)
MATH 507: Math for Elementary
and Middle Grades Teachers (3
hours) OR MATH 508: Number Concepts
for Elementary and Middle
Grades Teachers (3 hours)
Total: 15 hours
Readin
gs…
Bender, W. N. (2010). Differentiating
math instruction: Strategies that work
for K-8 Classrooms. 2nd ed. Thousand
Oaks, CA: Corwin. Depka, E. (2007). Designing
assessment for mathematics.
Thousand Oaks, CA: Corwin. Gardner, H. (2008). Five minds for the
future. Boston: Harvard Business Press.
Instructional leadership in
mathematics: Readings. (2003).
Parsippany, NJ: Dale Seymour
Publications (Pearson Learning Group).
Instructional leadership in
mathematics. (2003). [DVD].
Parsippany, NJ: Dale Seymour
Publications (Pearson Learning Group).
Prensky, M. (2010). Teaching digital
natives: Partnering for real learning.
Thousand Oaks, CA: Corwin.
Seeley, C. (2009). Faster isn’t smarter.
Final T
houghts
…
Pure mathematics is the world’s best game. It is more absorbing than chess, more of a gamble than poker, and lasts longer than Monopoly. It’s free. It can be played anywhere – Archimedes did it in a bathtub. - Richard J. Trudeau, Dots and Lines
Quest
ions?