mathematics leadership team nop skills center, port angeles october 8, 2015 tamara smith consider...

Mathematics Leadership TeamNOP Skills Center, Port AngelesOctober 8, 2015

Tamara Smith

Consider the Math Task on your table.

Activator – Venn Diagram, Bar Graph and X Y Plot

Mathematical Representations used to communicate ideasWhat are the mathematical ideas

surfaced in the CHOOSING PATHS task?

What are some representations that help you to understand the mathematics used in this task?

AESD System OverviewThe OSPI/AESD Statewide Network

believes that a statewide system for coherent and aligned professional learning which is data-informed, strategically focused on building capacity, and centered on equitable access is the most powerful way to ensure positive impacts on instructional practices and improved student learning in PreK-12 classrooms across the state.

AESD System OverviewAs a Statewide Network we have agreed

to commit to meeting the intent of this Problem of Practice and Theory of Action as providing the compass heading for our 2015-16 work.

PROBLEM OF PRACTICE: How do we develop a professional learning system across the OSPI/AESD Network that increases educator effectiveness and results in the elimination of persistent gaps for all students?

AESD System OverviewTHEORY OF ACTION: If the OSPI/AESD

Network embeds the Fundamentals of Learning framework into the learning designs of all professional learning activities and uses a variety of student, educator and system data to plan, assess and evaluate professional learning… Then there will be continuous improvement of educator effectiveness and student learning across the system.

Building a SystemOSPI Content

DirectorsESD Assistant

SuperintendentsESD Math and

Science CoordinatorsESD ELA CoordinatorsSchool and Student

SuccessEarly LearningELL & Migrant

Programs

OSPI/AESD9 Regional Math Coordinators

FellowsMEC RMSTsLeadership Team

Districts

Building a SystemOSPI/AESD9 Regional Math Coordinators


Districts

Tamara SmithSue BluesteinCarrie BlackAmanda

BaumgartnerLeslie NielsenDawn SparksAndrew HickmanDebra KowalkowskiMary Ellen Huggins

Washington State Regional Math Coordinators GoalsGoal 1: Provide equitable CCSS-M

professional development opportunities for administrators and teachers through the statewide network.

Goal 2: Increase student achievement by improving teachers’ ability to implement effective instructional practices and increasing teachers’ content knowledge.

Goal 3: Increase the Capacity of Teacher Leaders to support CCSS-Math professional learning.



Districts

OESD Fellows Joe PowerNKSD Catherine Pitcher

CKSD Jenn Bressert SKSD Teresa McComber

NMSD Lisa Cartwright PTSD Katy Middlestead Cres. Danny Kent QVSD Carrie Echeita QVSD Cindy Larson BSD Katherine Freedman

BSD Julie Lordon BSD Lisa Elm BSD

Fellows Purpose1. To be a part of and support a system that

focuses on math making sense for all students. --Leadership in the Extended Community

2. To be a part of a community of learners that focuses on putting the shifts into practice to reflect the CCSS vision both around the student making sense of the mathematics and demonstrating that understanding. –Leadership of Others and Self

3. To deprivatize our practice and take risks in order to facilitate high quality mathematics instruction and experiences students have with the mathematics. –Leadership of Self



Districts

Townley SlackSuzy JohansenGinger Lancaster



Districts

SBAC Scores Grade Level 3 4 5 6 7 8 11California Math 40% 35% 30% 33% 34% 33% 29%Connecticut Math 48% 44% 37% 37% 39% 37% 31%Delaware Math 53% 47% 38% 53% 37% 35% 23%Hawaii Math 50% 46% 42% 38% 38% 39% 30%Idaho Math 50% 46% 38% 36% 38% 37% 30%Missouri Math 52% 50% 40% 38% 35% 28% NAOregon Math 47% 45% 42% 39% 43% 44% 31%Vermont Math 52% 45% 42% 37% 43% 40% 37%Washington Math 58% 55% 49% 47% 50% 48% 29%West Virginia Math 44% 35% 30% 26% 25% 25% 20%New Hampshire Math North Dakota Math South Dakota Math Michigan Math Montana Math Nevada Math

Notes: Missouri: 8th graders taking Algebra 1 did not take Smarter Balanced. 41% includes the students who passed the Algebra 1 end-of-course exam.

Washington: Percentages exclude students with no score

ObjectivesDevelop a deep understanding of the CCSS

Math standards & the new Smarter Balanced assessments.

Understand the role of building and district team leadership in supporting the implementation of the new standards.

Create a common vision of the strong connections between CCSS Math and new teacher and principal evaluation criteria and instructional frameworks.

Share, find and create resources with other district math leaders in the region.

Meeting DatesBremerton ESD

SecondaryBremerton ESD

ElementaryPort Angeles (K-12)

Thursday, October 1st Thursday, October 8th

Thursday, November 12th Thursday November 19th Friday, November 13th

Thursday, January 14th Friday, January 22nd Tuesday, January 19th

Friday, March 18th Wednesday, March 23rd Tuesday, March 22nd

Tuesday, May 24th Thursday, June 2nd Wednesday, June 1st

AgendaActivatorIntroductions & OverviewGenerating an argument ~

Instructional ModelFundamentals of LearningWorking LunchState and Regional UpdatesNumber talksNCTM “Principles to Action” Reflection/ Evaluation

Beliefs“Teachers’ beliefs influence the decisions that they make about the manner in which they teach mathematics… Students’ beliefs influence their perception of what it means to learn mathematics and their dispositions toward the subject.” (NCTM, 2014)

Productive and Unproductive Beliefs

On a 3x5 card, individually brainstorm Beliefs teachers have about mathematics.

Mathematics

Beliefs

Practice

Productive vs. Unproductive Card Sort

Divide into groups of 3, each group should have a set of cards

Facilitator deals the cards so each participant has a share

One at a time, participant reads a card, decides if it is a productive belief – supports the learning of math; or an unproductive belief – hinders mathematical thinking.

Sort all cards in two piles

Extension – Is it possible to create a continuum?

Simulation for Generating an Argument ~Instructional Model

1. Identify the Task and Question

2. Generate a Tentative Argument

3. Argumentation Session

4. The Reflective Discussion

5. Final Written Argument

• Colin and Rajinara are designing a game of chance to raise money for charity.

• What questions do you have for Colin and Rajinara?

Stage One: Generating a Question and Beginning the Task

Throwing a coin

Game board squares are 40mm per side

Quarters are 24mm diam.

50 cent piece is 31mm diam.

What other information is helpful?

Rules of the game:• Throw the coin onto the game

board.• If it lands entirely within a

square, not crossing or touching any lines, you win a prize.

• If the coin touches or crosses a line, you lose.

Stage 2: The Generation of a Tentative Argument

1. Take turns to explain your idea of how to design an experiment to determine which coin raises more money.

2. Listen carefully to each other and ask questions if you don’t understand.

3. Once you understand each other’s work, agree together in your group on the best approach for completing the problem.

4. Outline on your large sheet of paper the approach you are going to use.

P-26

Stage 2: Generation of a Tentative Argument

Claim: The answer to the coin question.Evidence: Data to support your answer. (data charts, equations, graphs, tables, explanations, etc.)Justification: A rationale that explains why the evidence you use is relevant or important, along with any assumptions you have made regarding the problem.

The Research Question: Which coin should Colin and Rajinara use in the coin toss game of chance.

Your group’s claim:

Your group’s evidence:

Your justification of the evidence:

Stage 3: The Argumentation SessionStudents are given an opportunity to share, evaluate and revise the products or process of their investigation with their classmates.

• Visit other groups.

• Use the Gallery Walk Interview Questions to guide your discourse.

• Give feedback and be ready to take ideas back to your group.

Stage 4: A Reflective DiscussionMeet with your group

◦ Discuss anything you learned from other groups

◦ Discuss feedback on your group’s ideas

Modify/Revise original ideas based on feedback

Teacher facilitates whole class discussion ◦ encouraging students to share

what they learned◦ common challenges faced by

groups

Stage 5: The Production of a Final ArgumentEach student makes sense of their experiences by producing a final argumentState the question and claim you are

trying to supportInclude evidence (data + analysis +

interpretation)Provide a justification of your evidenceOrganize your argument in a way that

enhances readabilityCorrect grammar, punctuation, and

spelling errors

Reviewing the Stages of the Generate an Argument Instructional Model

Identify the Task and Question

Generate a Tentative Argument

Argumentation Session

The Reflective Discussion

Final Written Argument

Lunch/ Team Time

Please return at 12:55

Fundamentals of LearningRead pages 5-6 for an overview

of the Fundamentals of Learning

For each section select ONE word as a take-away for that section◦Share your word an one reason why

it resonated with youOn a 3 x 5 card make a list of the

words selected in your group.

Fundamentals of Learning-PosterIn groups of 4, Read page 11Consider how the math activity we

just did supports the fundamental of Meaning Making using the bullets at the bottom of the page

Record connections to Meaning Making in the appropriate sector on the poster

(8 minutes)

Fundamentals of Learning-PosterMove to the next tableRead page 12 Consider how the math activity we just

did supports the fundamental of Participating and Contributing using the bullets at the bottom of the page

Record connections to Participating and Contributing in the appropriate sector on the poster

(8 minutes)

Fundamentals of Learning-PosterMove to the next tableRead page 13 Consider how the math activity we

just did supports the fundamental of Managing Learning using the bullets at the bottom of the page

Record connections to Managing Learning in the appropriate sector on the poster

(8 minutes)

Fundamentals of Learning-PosterMove to the next tableReview the posterHighlight any themes or patterns

that occur across all three sectorsLook over the index card you are

given and see how many words appear on the poster

(6 minutes)

Fundamentals of Learning Moving forwardRead pages 14-15, the discussion

tool Consider how we use the

available time in these meetings to support your work in these 3 fundamentals

Record ideas on Padlethttp://padlet.com/t.8mith/fundam

entals

http://padlet.com/t.8mith/fundamentals

http://padlet.com/t.8mith/fundamentals

State and Regional Updates

See separate handout

Effective Professional DevelopmentPrinciple 1:

◦The duration of professional development must be significant and ongoing to allow time for teachers to learn a new strategy and grapple with the implementation problem.


◦There must be support for a teacher during the implementation stage that addresses the specific challenges of changing classroom practice.


◦Teachers’ initial exposure to a concept should not be passive, but rather should engage teachers through varied approaches so they can participate actively in making sense of a new practice.


◦Modeling has been found to be highly effective in helping teachers understand a new practice.


◦The content presented to teachers shouldn’t be generic, but instead specific to the discipline (for middle school and high school teachers) or grade-level (for elementary school teachers). .

Reflection/Evaluation• Thank you for completing

the online PD survey as well as the standard ESD clock hour evaluation form

mathematics leadership team nop skills center, port angeles october 8, 2015 tamara smith consider...

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