where on the world are you? supporting & developing school based math teacher leaders ncsm...
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Where on the World Are You? Supporting & Developing School Based
Math Teacher Leaders
NCSM Conference, Washington DCApril 21, 2009
Astrid Fossum, Mathematics Teaching Specialist, MPS, [email protected]
Lee Ann Pruske, Mathematics Teaching Specialist, MPS, [email protected]
Paige Richards, K-5 Math Specialist, SDSM, [email protected]
The Milwaukee Mathematics Partnership (MMP) is supported with funding from the National Science Foundation.
Mathematics Framework Distributed Leadership
Teacher Learning Continuum Student Learning Continuum
In this session participants will…
Deepen their understanding of the PRIME Leadership Framework as a tool to foster distributed leadership.
Complete a self evaluation on the Teaching & Learning Principle.
Analyze teacher biographies to gain insight on needs and support.
Role of Math Teacher Leader (MTL)Although some of you would prefer to call these
positions “math coaches, ” I challenge us to emphasize that the primary focus of the MTL is “teaching” and “leadership.” As a result, the term Mathematics Teacher Leader, or MTL captures the objectives more directly than a math coach. The MTLs will be involved in teaching (approximately 20% of their schedule) and will be expected to facilitate ongoing conversations about improving the learning, teaching, and assessment of mathematics with their colleagues.
March 2008, H. Kranendonk, Mathematics Curriculum Specialist
Stages of Leadership Action
Stage 1: Know & ModelLeadership of Self
Stage 3: Advocate & Systematize
Leadership in theExtended Community
Stage 2: Collaborate & Implement
Leadership of Others
Teaching and Learning Principle
Indicator 1: Every teacher pursues the successful learning of mathematics for every student.
Indicator 2: Every teacher implements research informed best practices and uses effective instructional planning and teaching strategies.
Indicator 3: Every teacher participates in continuous and meaningful mathematics professional development and learning in order to improve his or her practice.
Teaching and Learning Principle: Rubric and Reflective QuestionsLeadership of Self Stage 1: Know and Model
What is my progress on the PRIME indicators for Teaching and Learning Leadership?
I have no understanding and have taken no action.
I have a basic understanding.
I have deep understanding.
I use my understanding to take action and model for others.
Indicator 1: I pursue the successful learning of mathematics for every student.
Indicator 2: I implement research-informed best practices and use effective instructional planning and teaching strategies.
Indicator 3: I participate in continuous and meaningful mathematics professional development and learning in order to improve my practice.
Reflective Questions
Indicator 1:1) Based on the rubric, what specific actions support your self-evaluation? 2) What specific strategies could you use to advance your own leadership?
Indicator 2:1) Based on the rubric, what specific actions support your self-evaluation? 2) What specific strategies could you use to advance your own leadership?
Indicator 3:1) Based on the rubric, what specific actions support your self-evaluation? 2) What specific strategies could you use to advance your own leadership?
MMP School Learning Team Leadership Structure
Math Teacher Leader
PrincipalLiterac
y Coach
204 MTLs
60 Gr 8-9204 MTLs
60 Gr 8-9
DistrictMathematic
s Leadership (MCS, MTS)
IHE Faculty Mathematic
s & Math Education
Other Key
Teachers
Milwaukee Public Schools
209 schools 87,360 Students
2007-2008 percentage of students proficient/advanced in mathematics
Grade 4, 50% Grade 8, 38% Grade 10, 27%
4,793 Teachers
For improved student learning, Stage 1 leaders will: Develop and model knowledge about
instructional strategies, tools, technology and best practices.
Identify student populations in need of additional support and use strategies to help.
Formulate and implement effective lesson planning.
Identify areas for growth and engage in professional learning and reflective practices.
Stage 2 leaders will engage and facilitate teacher teams to: Identify and implement common curricular
pacing and outcomes, and instructional strategies.
Deepen their understanding of technology and mathematical content knowledge for teaching.
Use reflection regarding mathematics content, pedagogy and assessment.
At the district, regional or provincial level, Stage 3 leaders will: Ensure implementation of plans for continuous
improvement and best practice instruction for all students.
Ensure implementation of current research informed practices and technology.
Publically celebrate successes. Implement and support professional
development for improved teacher growth.
Where on the World Are They?
With a partner, read the teacher biographies and decide where each teacher might fit on the leadership grid.
Please support your decisions with evidence from the biographies.
MTL Self Evaluation
MTLStage 1
Know & Model
Stage 2Collaborate &
Implement
Stage 3Advocate & Systematize
A X
B X
C X
D X
MTL Self Evaluation
MTLStage 1
Know & Model
Stage 2Collaborate &
Implement
Stage 3Advocate & Systematize
A1-C; 2-D; 3-D 1-C; 2-D; 3-C
X
B1-D; 2-D; 3-D 1-B; 2-A; 3-B
X
C1-D; 2-D; 3-D 1-A; 2-B; 3-A
X
D1-B; 2-B; 3-C
X
Why use the PRIME Leadership Framework to self assess?
Builds capacity Pinpoints leaders to assist with
mathematics initiatives within the district Enables differentiated professional
development Improves listening awareness and meets
individual needs to make systemic change
2008-09 Professional DevelopmentAugust Introduction: Supporting Change, PRIME Leadership
Framework
September Assessment Principle, PRIME Leadership Framework
October Alignment of the Principles of Formative Assessment to the Learning Team Continuum of Work for Mathematics
December Systems Thinking
January Guidelines for Implementation of a Formative Assessment System
March Concerns Based Assumption Model
April Effective Dissemination Strategies
May CBAM and Dissemination; a necessary connection for systemic reform
PRIME Leadership Framework, goals and self assessments revisited
Identified Obstacles MTLs
Varying levels of support
Teacher and student mobility
Structural change
Limited understanding of curricular resources
MTSs MTLs with varying
levels of understanding of their, role, MMP initiatives and reform goals
Accessibility to staff and students
Resources Black, P., & Wiliam, D. (1998). Inside the black box: Raising
standards through assessment. Phi Delta Kappan, 80(2), 139-148. Johnson, J. (2000.) Leading Through Systems Thinking. Chartered
Management Institute. Farmington Hills, MI: Gale Group. Marzano, R., Pickering D., & Pollock, J., (2001). Classroom
Instruction that Works: Research Based Strategies for Increasing Student Achievement. Alexandria, VA: McREL.
NCSM. (2008). The PRIME Leadership Framework, Principles and Indicators for Mathematics Education Leaders. Denver, CO: Solution Tree.
Stiggins, R.J., Arter, J., Chappuis, J., & Chappuis, S. (2005). Assessment FOR Learning: An Action Guide for School Leaders. Portland, OR: Assessment Training Institute.
Where on the World Are You?
www.mmp.uwm.edu
Thank you for attending this session!