math implementation report: 2011-2012 - nrlc math repo… · end of unit . group test. students...
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NRLC Math Implementation Report 2011-2012 Page 1 of 4
Need Identified Success Challenge Action
Support for Senior High
Implementation
Senior High Coach/Facilitator
Senior High Institute
Rubric Writing Workshops
Evidence: Page 2
Time, Sparsely, Density: too few
teachers, too far away.
NRLC Senior High Lead was seconded
away.
Response to June Survey indicates use
PD days for support. Focus on
collaboration and assessment.
The response to June survey makes clear time is
precious. (Survey attached as appendix)
Contract Senior High Lead to continue Assessment
Project, schedule PD Days where possible.
Build Teacher Leadership
Capacity
Elementary and Junior High Cohorts
Members of the Cohorts have assumed leadership
roles throughout their Districts and beyond.
Evidence: Pages 2 to 4
Video: Teacher Leadership
www.youtube.com/watch?v=8jQaicvzt2I
Video: A Teacher Shares Her Classroom: Grade 9
www.youtube.com/watch?v=c20s9qO_uGo
PartTwo
Conflicting priorities, as teachers are
recognized as leaders demands on their
time restrict their ability to participate in
math.
Availability of venues within Districts for
teachers to lead.
Create opportunities for teacher leaders to network
and lead: June 10,11 Showcase, PD Days,
Workshops, McATA, Conventions
Explore Elluminate and Summer Programs
Build Teacher Instructional
Capacity
Unrelenting focus on Curriculum
and Instruction. Conceptual
Understanding
Process Skills, Relational Thinking
Evidence of process skills and 21st century
competencies is evident in teacher samples
Evidence: Pages 2 to 4
Video One:Teacher Planning Successes
www.youtube.com/watch?v=uUMw5agMCvY
Make connections to reduce feelings of
overload. Showcase and warehouse vivid
examples of approaches that draw
connections between: Mathematics
Curriculum 21st Century Competencies,
Inclusive Education, Differentiation,
Assessment for Learning
Continue to keep unrelenting focus on curriculum:
Speakers, facilitators, all presentations have common
core:
Revised Curriculums, 2007
Framework for Student Learning
Evidence of Impact on Student
Achievement
Evidence offered from SON School on Grade 6
PAT results.
Evidence: Page 4
Observational Data offered by teachers
Voices of Students at Work Video
Student Achievement data falls with in
the school and school District domain.
Factors that affect achievement are
complex and highly inter-related. PD is
that impacts teacher performance and
belief is one factor.
Teachers and schools within the umbrella of the
cohorts are engaging in building rubrics to monitor
and evaluate student engagement, perseverance,
process skills.
NRLC is collaborating with partners to generate and
gather evidence of achievement through student
voice.
Summary Page NRLC Math Implementation Report: 2011-2012
Successes, Challenges, Lessons Learned in the Field
The following pages offer evidence to support these Key Successes and the Challenges that accompany them:
Appendix Attached: June Survey to Identify Needs of Senior High Math Teachers for Implementation Support: 2012-2013
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SUCCESSESCHALLENGESLESSONS LEARNED
IN THE FIELD
SUCCESS: Spencer Pinnock, was seconded to provide support as a Math Lead for
Senior High 0.25. Below are samples of some of the materials Spencer developed and shared with colleagues.
Spencer built visual prompts to demonstrate techniques for engaging Senior High students....
This photo features students participating in a real world context. The teacher goal is to lift the mathematics off the textbook page and into everyday, familiar experiences. In this situation, students were challenged to apply mathematical understandings to prove the ball will or will not make the hoop.
Worked with my students to create a rubric for the curve sketching unit in math 31. We used this to mark each other’s work during the learning stages. We then used to mark the end of unit GROUP TEST. Students agreed it was a fair process. They found it placed the focus on process and understanding. They liked that a partner could help them find “stupid” mistakes. This experience led me to think
that if we had criteria set out ahead of time for all our outcomes, then students could be active partners in assessment. We might not even need exams?
This was the most useful PD I have ever engaged in. It really forced me to look hard and long at my expectations in the course and I realized they have not been high enough... I have to be far more careful how I choose assignments and what I expect students to demonstrate. We had some deep discussions around how robust our current assessments are, and lots of talk about what it takes to get 50% now that we really look at the curriculum.
I had the “aha” part way through the day. I see why students are struggling in Grade 12...I am not teaching with rigor in Grade 10. I need to aim all students for excellence. This is tough to admit but wow did it open my eyes.... I need to teach for students to demonstrate understanding, not just churn out answers. Jr/Sr High Teacher, PWSD
CHALLENGE: Teachers have requested that Spencer repeat this workshop for 20-1, 20-2, 30-1, 30-2 courses. NRLC is willing to set those sessions up, will teachers come? In responding to the question of when are you most likely to participate in pd events, more than 3/4 of the respondents indicated District PD days and Teacher Convention. Unfortunately these are not held on days common across all NRLC jurisdictions.
LESSONS LEARNED: From our experiences to date with Senior High teachers, they are most likely to choose to participate in professional development opportunities based on the positive testimonials of colleagues and when they receive regular, personally addressed updates and reminders on dates and times.
A Sample from the Rubrics created specific to 10-C
CHALLENGE: The 0.25 time had to be scheduled as a daily commitment.This arrangement greatly reduced the flexibility and efficacy of the Lead Teacher.
LESSON LEARNED:A 0.25 position did not provide enough time for one person, in one year, to focus on both building networks between teachers in the field and building resources.
Spencer completed an Assessment project that received high praise from teachers in the field:
Building Outcomes Based Rubrics to Assess Student Achievement: During this 2 day workshop, teachers collaborated to create rubrics that describe specifically what a student must be able to do in order to demonstrate proficiency or excellence with each outcome for 10C. They are written so that a student can read the rubric, view his or her work, explain the mark to a parent and describe what they need to do in order to improve that mark. Summative Assessment questions accompany each outcome.
2009
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20092009
SUCCESS Planning for Instruction and Assessment is ChangingEffective professional development experiences support teacher leadership. Teachers become supporters of other teachers, agents of change and promoters of reform. (Mundry, 2005).
CHALLENGES: While we can offer evidence of teacher growth and change, it is important to note that the examples highlighted in this document and the artifacts that accompany it come from teachers who have actively engaged in, at minimum, 10 curriculum focused inquiries or workshops over at least 3 years. Our Challenge is to keep up this level of support if the goal is to allow every teacher to actualize this curriculum at every grade level.
LESSONS LEARNED:Those who study curriculum change warn us, this is a complex, long term venture, a shared responsibility that must be supported by a systemic process that adapts and adjusts in response to the evolving complexity. "Teachers and others know enough not to take change seriously unless local administrators demonstrate through continuing actions that they should." (Fullan, 1994) Administrators, at all levels, must actively demonstrate enduring support for process coaching, expert consultation, vivid demonstrations of alternative practices, inquiry groups, and the continuing cost of resources needed to actualize the innovation within every classroom, over years, not months. They must develop and maintain an information system that provides feedback and regular updates as to how the implementation is progressing and they must demonstrate active knowledge and understanding of the expected change and the processes required to actualize that change within every classroom. The role of the principal is highly evident in the data we have gathered. The most positive growth for teachers and students comes from schools where the principal is an active agent in the change.
The role NRLC can play is in continuing to provide access to quality curriculum compatible resources, process coaching, expert consulting, vivid demonstrations of alternative practices and opportunities for inquiry groups to grow and thrive.
NRLC Strategies and Initiatives for nurturing and sustaining teacher leadership capacity include continued support for Elementary and Junior High Leadership Cohorts. No less than 10 teachers from these cohorts assumed formal leadership positions within their Districts for 2012-2013. Attached are samples of the work the Cohorts are engaged in.
Planning for Teaching and Learning includes student voice. This network of concepts was built with a Grade 8 class and used to chart their learning around measurement. Students then used it to self evaluate.
Teachers Share Demonstrations of Student Understanding
He was saying he was starting from a fact he knew then writing each additional multiplication fact until he reached the one he needed. This was strictly adding another group and using counting each time.
We worked on linking the fact that he knew into the array and building from there. Talking it out forced him to think about the numbers and not just count. The image attached was not completed independently he needs to continue to construct a better understanding of arrays and distribution.
We worked on linking the fact that he knew into the array and building from there. Talking it out forced him to think about the numbers and not just count. The image attached was not completed independently he needs to continue to construct a better understanding of arrays and distribution.
We worked on linking the fact that he knew into the array and building from there. Talking it out forced him to think about the numbers and not just count. The image attached was not completed independently he needs to continue to construct a better understanding of arrays and distribution.
We worked on linking the fact that he knew into the array and building from there. Talking it out forced him to think about the numbers and not just count. The image attached was not completed independently he needs to continue to construct a better understanding of arrays and distribution.
We worked on linking the fact that he knew into the array and building from there. Talking it out forced him to think about the numbers and not just count. The image attached was not completed independently he needs to continue to construct a better understanding of arrays and distribution.
We worked on linking the fact that he knew into the array and building from there. Talking it out forced him to think about the numbers and not just count. The image attached was not completed independently he needs to continue to construct a better understanding of arrays and distribution.
We worked on linking the fact that he knew into the array and building from there. Talking it out forced him to think about the numbers and not just count. The image attached was not completed independently he needs to continue to construct a better understanding of arrays and distribution.
I worked with him on linking the fact that he knew into the array and building from there. Talking it out forced him to think, not just count. The image attached was not completed independently. He needs to continue to BUILD and EXPLAIN before he represents.
Integrated Planning: This section of a teacher’s year plan makes evident that the 21st century competencies and process skills are critical components of her instructional planning.
SUCCESS Evidence of Impact on Student LearningSpirit of the North, High Level, Anne Roberts, Principal: Our entire staff, including support staff, have had continuing opportunities to engage in study, reflection and coaching thanks to the support offered through NRLC. We believe that support to have played a critical part in the gains we saw with PATs for Grade 6 this year.
CHALLENGE: As is evidenced by all the current literature on change, curriculum implementation is a systemic complex process. The professional development supports that NRLC can provide to a team, school or District represents one node in a intersecting network of factors.
CHALLENGE Maintain the balance of funding,
support and responsibility across a time frame that will allow the time this work requires to reach every teacher in every school. Requests for support at all grade levels continue unabated. This curriculum is still in the adoption stage.
Our Math Support Lead, sat in on the Senior High Institute last week. I had the chance several times to sit with her during the day. It was amazing. If that day doesn't start to move some people in the right direction, then nothing will. Kudos for such a well orchestrated and professionally appropriate day, message and speaker. There was a clear fit to the intent of this curriculum and to facing the challenges that it brings to dealing with instruction and assessment in the classroom. I would add that your brief introduction and final statements were excellent as you reminded the group that this is not a me alone in my classroom change, but that we must and are all at every grade level working together to make this curriculum a reality. (I enclose a copy of my work, I am still trying to figure out the gorillas?)
Jessie Shirley, Assistant Superintendent, Grande Prairie Catholic Schools
Sorting, categorizing and re-sorting outcomes keeps the focus on curriculum
And Its Impact on Teachers as Leaders
When I started my position as AISI Math Coordinator for Division 1&2 at PWSD, the first person I went to for guidance was Geri Lorway, NRLC math consultant . The NRLC model for supporting Districts allowed me access to her coaching and expertise. NRLC was able to design and facilitate workshop opportunities that matched my needs with the project, as those needs arose. Her first and most important advice : learn my curriculum. The model Geri shared for sorting and categorizing outcomes has had a huge impact on the way I work with teachers. I use it in all my presentations and coaching sessions. Geri’s enthusiasm and passion are backed by research and an incredible web of contacts that she has around the globe. Her recommendations on speakers, topics and activities focus consistently on Alberta Curriculum and putting students first. Through Geri, I met and worked with Dr. Grayson Wheatley, who graciously provided me coaching and support with building a set of problems to use for gathering evidence on my project. Over the course of our 3 year working relationship we have moved from mentorship to peer coaching. Geri and I have presented together at AISI and McATA . . http://education.alberta.ca/teachers/aisi/videos/conference-showcase.aspxSome of the work we created together that has been used by other school divisions and I respond on a regular basis to requests for “my” expertise from teachers around the province, not just my Division. I cannot give enough credit to NRLC for providing me access to an expert like Geri . I have become a teacher leader, have been asked to present at events like McATA and this year assumed a new role as a coach for a 21st Century Learning Project in my division.
Corry Stark, AISI Lead, 21st Century Project Coach, PWSD.
SUCCESS Unrelenting Focus on Curriculum
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