NSF Mathematics Teaching Leadership Center

Dr. Robert MayesUniversity of Wyomingrmayes2@uwyo.edu

This project is supported in part by a grant from the National Science Foundation: Mathematics Teacher Leadership Center(DUE-0832026).

What is Math TLC?• NSF Mathematics and Science Partnership

funded project - $5,000,000 over 5 years• Joint project between

– University of Wyoming– University of Northern Colorado– 5 partner School Districts in Wyoming and Colorado

• Development of 2 programs serving the Rocky Mountain West– Math TLC Master’s Program– Math TLC Teacher Leadership Program

Math TLC Goals

Goals for the Math TLC

Goal 1: Develop a shared vision of mathematics as a culturally rich subject in which K-12 mathematics proficiency is defined by shared community standards (e.g., state, NCTM policies).

Goal 2: Expand mathematical content knowledge in ways that broaden exposure to mathematical ideas and deepen understanding of topics that extend K-12 mathematics content.

Goal 3: Increase pedagogical content knowledge by examination of how students think and learn about mathematics and, for teacher-leaders, about how teachers learn about teaching.

Goal 4: Empower participants as lifelong professional learners who regularly reflect on themselves, students, and community context to improve teacher practice and student learning.

Goal 5: Produce a research-based and tested model for master teacher and teacher-leader development based on the above goals that improves mathematical achievement for all students.

Math TLC Goals

• In the Math TLC, teachers become content specialists in their own practice in a master’s program.

• Then, in the teacher-leader program they become specialists in helping their peers and in working at the district and state levels to improve mathematics instruction for all.

• By separating the two strands of professional development, we create two access points for different types of commitment to leadership development.

http://www.newportjaycees.org/clubportal/images/clubimages/178/professional%20development.gif

Math TLC Underlying ThemesCulturally Relevant Teaching involves using the cultural

experiences, characteristics, and perspectives of the students in the room as generative sites for shaping teaching and creating opportunities to learn that are perceived by students to be opportunities (Gay, 2002).– developing a knowledge base about cultural diversity

– learning mathematical content from ethnically and culturally diverse origins

– participating in and building a caring community of learners – this includes developing ways to calibrate teacher intentions with student perceptions

– seeing personal communication patterns and using that awareness to learn to communicate effectively with diverse students

– responding supportively to socio-economic, cultural, and ethnic diversity in the delivery of instruction.

http://www.oswego.edu/~beyerbac/d1dgtbqc%5B1%5D.gif

Math TLC Underlying ThemesAdvance Mathematical Content Knowledge by providing

an advanced perspective on what is taught in high school– understanding of the culture of mathematics as a discipline– extending and exploring mathematics with learners– connecting mathematics with and across domains– building on concepts to anticipate future topics– organizing mathematics for teaching not only logically but also

psychologically (Ball, 2003)

http://w3.xs.edu.ph/wp-content/uploads/2007/12/math.gif

Math TLC Underlying ThemesPedagogical Content Knowledge is the collection of

knowledge teachers have about the challenges learners encounter, strategies for helping students, ways to listen to hear not only learners’ thoughts but also their thinking processes, and skills for regulating one’s own practice. Teachers acquire PCK in many ways: grading, examining their own learning, observing and interacting with students, reflecting on practice, and discussing it with others. (Ball & Bass, 2000).

http://schoolbox.files.wordpress.com/2009/06/teacher-helping-students-write1.jpghttp://etwinninguk.typepad.com/photos/uk_etwinning_workshop_200/pdwteacherschat2.jpg

Acquiring Pedagogical Content Knowledge

Observing and Interacting with students

Participating in Teacher Discussion

http://etwinninguk.typepad.com/photos/uk_etwinning_workshop_200/pdwteacherschat2.jpg

http://schoolbox.files.wordpress.com/2009/06/teacher-helping-students-write1.jpg

Math TLC Underlying Themes

Teaching for Understanding – changing teaching practice in the classroom– Understanding by Design as a framework for

assessment

– Action research projects connect coursework with practice through systematic examination of practice

– Lesson Experiments: development of content and anticipatory knowledge through individual planning, instructing, and reflecting activity along with the community-building dimension of co-observations. Lesson Experiment team members observe each of the other members teach a related topic allowing flexibility for responding to the myriad classroom demands of physically isolated teachers in rural areas.

– Professional Learning Communities engaged in action research and lesson experiments.

http://www.rehab4life.co.uk/CMSFiles/Images/understanding-the-brain.jpg

Math TLC Leadership Program• Develop a shared vision of mathematics teacher

leadership;• Enhance mathematics content knowledge;• Expand understanding of how teachers build knowledge

for teaching mathematics;• Increase pedagogical content knowledge about adult

teachers learning mathematics and who are learning to teach mathematics to diverse populations;

• Develop an understanding of the role of equity and culture in mathematics in schools and districts;

• Build self-efficacy as teacher-leaders of mathematics

Math TLC Leadership Program• 24 credit hours over 2 years• Summer: two 1 week seminars (2 credits each – 8 total)

promote knowledge mathematics teacher-leaders need to be successful – understanding of theory and research about mathematics

teaching and learning– cultural competence for teaching– adult learning

http://keepingkidsfirst.files.wordpress.com/2009/03/leadership.jpg

Math TLC Leadership Program• Academic Year: one online course per semester (3

credits each – 12 total) and one weekend retreat per semester (1 credit each – 4 total)– Develop mathematics-centered teacher-leadership skills– Courses include practicum component that addresses

development of individual, team, and organization– Retreats support positive dispositions of math teacher-leaders

about themselves as leaders and their fellow teachers Teacher Leader Plan Year 1 Year 2Summer Seminars Diversity and Equity in Math Ed

Developing and Delivering PD for Math Teachers

Adult Learning Theory in Practice Changing Complex Systems

Fall Online Course Facilitating Lesson Experiments Culturally Responsive TeachingFall Retreat Time Management Facilitating Change in Mathematics EducationSpring Online Course Clinical Supervision Data Driven InstructionSpring Retreat Coaching Peers Developing Leadership Skills

Math TLC Leadership Program Opportunities• Join the first cohort starting summer 2010.

– Applications accepted until cohort of 12 teachers is filled, apply at this site:

– http://www.mathtlc.org/LeaderProgram/Apply/

• Stipends– $2,000 summer– $2,000 academic year– Travel, meals, and housing to attend are funded

• Contact: Jodie Novak at – jodie.novak@unco.edu or 970-351-2463.

http://www.egea.eu/upload/member/3280/Apply-Now.gif

Math TLC Master’s Program• Extend teachers’ content knowledge beyond the content they

customarily teach to students.• Engage teachers in actively building their pedagogical content

knowledge (Shulman, 1987), enabling them to enlarge their repertoire of pedagogical methods, skills and knowledge congruent with Principles and Standards for School Mathematics (NCTM, 2000), the Colorado Model Content Standards (CDE, 2007) and the Wyoming Mathematics Content and Performance Standards (WDE, 2003).

• Support teachers to evaluate and improve their teaching practice by regularly engaging in lesson experiments and small-scale action research projects.

• Develop teachers’ knowledge, skills and disposition to effectively teach math in a culturally diverse classroom.

Math TLC Master’s Program

• 32 credit hours over 2 or 3 years (third summer)• Summer: 9 to 10 credit hours over 6 weeks (June-July)

– Two content courses– One teaching course– Diversity or Assessment course

• Academic Year: 6 to 7 credit hours, one course per semester and Action Research Seminar– One content course– One teaching course– Action Research Project seminars

http://www.electrical-res.com/EX/10-16-15/masters-degree-online-programs-main_Full.jpg

Math TLC Master’s Program2010-11 2011-12 2012-13

Summer Applied Probability and Statistics (3) Modern Geometry (3) Algebra and Number Theory (3)

Teaching Probability and Statistics (2) Teaching of Geometry (2) Teaching of Algebra (2)

Mathematics Assessment (1) Mathematics Assessments (1) Teaching Diverse Populations (1)

Continuous Math (3) Discrete Math (3) Continuous Math (3)

Fall Math Ed Research (3)

Teaching Diverse Populations (2)

Teaching Discrete Math (2)

Math Ed Research (3)

Math Ed Research (3)

Teaching Topics of Calculus (2)

Action Research (1)

Action Research (1)

Action Research (1)

Spring Mathematical Modeling (3) History of Math (3) Problem Solving (3)

Action Research (1) Action Research (1) Action Research (1)

2013-14 2014-15 2015-16

Summer Applied Probability and Statistics (3) Modern Geometry (3) Algebra and Number Theory (3)

Teaching Probability and Statistics (2) Teaching of Geometry (2) Teaching of Algebra (2)

Mathematics Assessments (1) Teaching Diverse Populations (1) Mathematics Assessments (1)

Discrete Math (3) Continuous Math (3) Discrete Math (3)

Fall Teaching Discrete Math (2)

Math Ed Research (3)

Math Ed Research (3)

Teaching Topics of Calculus (2)

Teaching of Discrete (2)

Math Ed Research (3)

Action Research (1)

Action Research (1)

Action Research (1)

Spring Math Modeling (3) History of Math (3) Problem Solving (3)

Action Research (1) Action Research (1) Action Research (1)

Math TLC Master’s Program Opportunities• Join the third cohort starting summer 2011.

– Applications accepted until cohort of 30 teachers is filled, apply at this site:

– http://www.mathtlc.org/Masters/Apply/

• Stipends– $6,000 summer– $2,400 academic year– Travel, meals, and housing to attend are funded

• Contact: Robert Mayes at – rmayes2@uwyo.edu or 307-766-3776

http://evertb.files.wordpress.com/2009/08/funding.jpg

Dr. Robert MayesDr. Robert MayesUniversity of WyomingUniversity of Wyoming

Science and Science and Mathematics Mathematics

Teaching CenterTeaching Centerrmayes2@uwyo.edurmayes2@uwyo.edu