math teacher leaders - you are there for students’ mathematics learning 31 august 2011 developed...

Math Teacher LeadersMath Teacher Leaders- You are there for - You are there for

StudentsStudents’’ Mathematics Mathematics

LearningLearning 31 August 2011

Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation.

Hank KepnerNational Council of Teachers of Mathematics

University of Wisconsin-MilwaukeeMilwaukee Public Schools

[email protected]

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Distributed Leadership

Student Learning

Continuum

Teacher Learning

Continuum

Mathematics Framework

Roles and ResponsibilitiesComprehensive Math Science PlanCurriculum Guides, K-12District Pacing Guides, K-12Instructional Design Template

Coaching: support, collaboration, reflection, professional growth

Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

As an MTL in multiple schools - Feelings of Apprehension, Anxiety in each.

If you don’t let these go to excess, that’s not a bad feeling.

One I faced every year when I accepted responsibility for helping a class of students learn math.

As a middle/high school teacher, an anxiety I faced in each of 5 classes – each different.


Do your initial homework on the sitesAvoid making quick judgments, accepting hearsay, or adopting preconceived notions

Meet everyone possible with an open hand and eagerness to support and work with them in their role.

Establish your credibility, resources, work ethic as -- part of 1st impression


Establish a routine and home-base for on-going contact and interactions ----- even when you are not in the building.

Start building a mathematics team with the engagement of principal, Learning Team, math gurus…. Set shared priorities!

Find opportunities to support and assist in math planning, assessments, and lessons -

to be shared with staff


Your Roles and ResponsibilitiesAt times, A Paradox

District responsibility to support the CMSP and its implementation

School responsibility to support the leaders and staff to improve mathematics instruction.

All year: sharing, refinement, and resolution with your MTS &cohort


Your Personal PrioritiesEstablish a work area for your professional responsibilities, planning, reflection.

Establish zones for your workA quiet place to do substantive planning, study, research, communication, reflection.

Visible location(s) where colleagues know they can access you.

Build a schedule to ensure you can get your work done.


One major Priority:

Listen!Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

In almost every class period I have taught, I learned something from my students –

when I took the time & effort to listen.

This applies to your role in each of your assigned schools!


In listening, give colleagues space:Learn “what to hear” and “what to ignore.”

Reflect on what you are hearing – Be sure it is your colleague’s voice, concern, need – not yours.

Know when to back-off and let your colleague regain composure.

When to join in – as a learner.


Your colleagues’ understandings (sometimes misunderstandings) and perceptions are their personally evolving mathematical and instructional ideas -

Ideas to be moldedNot as deficits to “fix” or chastiseDeveloped by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

As an MTL, you are in the school as a resource ==

And remember - that in everything you do,

“We are in this together!”


Your resources are in this room!

The MPS Math TeamThe resources of the MMPYour colleagues with experiences across the district and current curriculum materials

and


Three Instructional Tools

Curriculum Guides K-12including the domains, clusters, and standards of the Common Core Math Standards.

District Pacing Guides K-12Instructional Design Lesson Planning Template K-12

Launch-Explore-Summarize-Apply

15

Instructional Design a consistent framework including time

allocations

Mathematics & Science

Launch--Elicit--Engage

Explore--Explore

Summarize--Explain--Elaborate

Apply--Evaluate--Extend

17

Using the Using the Instructional ToolsInstructional Tools

Knowing where to find the information is just as important as knowing the information.

WISCONSIN Assessment SMARTER Balanced Assessment

ConsortiumStudents can explain & apply math concepts and carry out math procedures with precision & fluency.

Students can frame and solve a range of complex problems in pure and applied math


Students can clearly & precisely construct viable arguments to support their own reasoning & critique reasoning of others.

Students: can analyze complex, real-world scenarios

can use math models to interpret and solve problems.


Ms. Olsen is having a new house built on Ash Road. She is designing a sidewalk from Ash Road to her front door. She wants the sidewalk to have an end in the shape of an isosceles trapezoid, as shown.

The contractor charges a fee of $200 plus $12 per square foot of sidewalk.

Based on the diagram, what will the contractor charge Ms. Olsen?

Show your work or explain how you found your answer.

Standards 7.G.6, 7.NS.3, 8.G.7

Math Practices 1, 5.

Today is about building your

Familiarity with district resourcesSchool, team, & personal leadership

Continuing to expand your mathematical knowledge base

GO FOR IT!


math teacher leaders - you are there for students’ mathematics learning 31 august 2011 developed...

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