Mathematics Leadership TeamNOP Skills Center, Port AngelesDecember 2, 2014

Tamara Smith

How was the Holiday?Ate turkey on

Thursday

Travelled (any distance)

Watched football

Apple Pie

No turkey Thursday

Stayed at home

Watched a movie

Pumpkin Pie

Building a Statewide SystemRegional Math Coordinators

FellowsMEC RMSTsRegional Groups

Districts

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.

Key Learning

Deepen understanding of Standards for Mathematical Practice (SMP) & Smarter Balanced Assessments (SBA)

Focus on the 3 Shifts in Mathematics: Focus, Coherence, & Rigor

CCSS alignment in lesson design and curricular materials

The Instructional Core

Increasing the knowledge, skills and expertise of the

teacher.

Changing the role of the student as learner.

Increasing the level and complexity of the

curriculum/content.

Text/Task“Content”

StudentTeacher

Context

CHILDRESS, ELMORE, GROSSMAN, KING. Public Education Leadership Project, 2007

Agenda

Number TalksLeadership Learning –

◦ Predictable Dynamics PostersPrincipals to Action ReadingState & national updatesWorking Lunch & Team Time/NetworkingReview of ResourcesRegional Lesson Study: CCSS

alignment in lesson design and classroom practice

Reflection/Evaluation

1. Pausing

2. Paraphrasing

3. Probing for specificity

4. Putting ideas on the table

5. Paying attention to self and others

6. Presuming positive intentions

7. Pursuing a balance between advocacy and inquiry

Seven Norms of Collaboration

Principles to Actions: Ensuring Mathematical Success for All

The primary purpose of Principles to Actions is to fill the gap between the adoption of rigorous standards and the enactment of practices, policies, programs, and actions required for successful implementation of those standards.

NCTM. (2014). Principles to Actions: Ensuring Mathematical Success for All. Reston, VA: NCTM.

Principles to Actions: Ensuring Mathematical Success for All

The overarching message is that effective teaching is the non-negotiable core necessary to ensure that all students learn mathematics. The six guiding principles constitute the foundation of PtA that describe high-quality mathematics education.

NCTM. (2014). Principles to Actions: Ensuring Mathematical Success for All. Reston, VA: NCTM.

Teaching and Learning Principle

Teaching and Learning

An excellent mathematics program requires

effective teaching that engages students in

meaningful learning through individual and

collaborative experiences that promote their

ability to make sense of mathematical ideas

and reason mathematically.

Obstacles to Implementing High-Leverage Instructional Practices

Dominant cultural beliefs about the teaching

and learning of mathematics continue to be

obstacles to consistent implementation of

effective teaching and learning in

mathematics classrooms.

Eight High-Leverage Instructional Practices

• Establish mathematics goals to focus learning

• Implement tasks that promote reasoning and problem solving

• Use and connect mathematical representations

• Facilitate meaningful mathematical discourse

• Pose purposeful questions

• Build procedural fluency from conceptual understanding

• Support productive struggle in learning mathematics

• Elicit and use evidence of student thinking

Eight High-Leverage Instructional Practices

Support Productive Struggle in Learning Mathematics.

Effective teaching of mathematics consistently provides students, individually and collectively, with opportunities and supports to engage in productive struggle as they grapple with mathematical ideas and relationships.

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 vs. Unproductive BeliefsJo Boaler – the Good and Bad of Mathematics Educationhttps://www.youtube.com/watch?v=ZZrlk4NqaJ4

Productive and Unproductive Beliefs

On a 3x5 card, individually brainstormMathemati

cs

Beliefs

Practice

Reading: Support Productive Struggle in Learning Mathematics“NCTM Principles to Action”

Assumptions-What assumptions does the author of the text hold?

Agreements-What pieces of the text do you agree with?

Aspirations-What pieces of the text do you aspire to or act upon for yourself and your colleagues?

Adult Learning: Group Dynamics and Knowing Yourself

Read ‘Predictable Dynamics in Groups’ article. On the back of the article you have 4 lines

representing the continua from the article: Task Relationship

Certainty Ambiguity

Detail Big Picture

Autonomy CollaborationMark an ‘X’ where you see yourself on each

continuum.What are the implications of these preferences for

you in your work with students? In your work with teachers?

Adult Learning: Group DynamicsCreate a Human Continuum with the following (we’ll do this 4x – one for each):

1. Task – Relationship2. Certainty – Ambiguity3. Detailed – Big Picture4. Autonomy - Collaboration

Predictable Dynamics Postersle

Divide poster into four quadrants and label (see example below). Collect your group’s thinking in each quadrant of the poster

Words or actions that might convey this stance:

When it might be effective for a leader to speak from this stance:

When this stance might be an ineffective choice:

What a person in this stance might not be able to do effectively:

Number Talks

Number Talks

State and Regional Updates

SBAC Assessment SystemDan Meyer – FlyerTask Tuesdayshttp://www.openwa.org/

◦ Open educational resources – College level

Education Week – spotlight on Math Instruction◦ Link

Collaborative for Student Success

Recording our work◦ ESD website

Task Tuesday

Lunch/ Team Time

Please return at 12:55

Afternoon Check-inClassroom Connections

Content EmphasisGrade Level TasksEQUIP Rubric

Doing Math TogetherSelect and complete a task that you are not familiar with at your grade band.

Think about multiple ways that you might complete this task

Considering our Students

Using Common TasksPURPOSE: To deprivatize our practice and take risks in order to facilitate high quality mathematics instruction and experiences students have with the mathematics.

In order to understand where we are in our practice, we will use a common task to examine student ideas through the lens of the standards.This will be operationalized through the content

clusters and Standard for Mathematical Practice 3 and 6 (SBAC Claim 3)

*These task will be re-examined at the end of the year to explore student growth

Assessment Claims for Mathematics

“Students can demonstrate progress toward college and career readiness in mathematics.”

“Students can demonstrate college and career readiness in mathematics.”

“Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.”

“Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.”

“Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.”

“Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.”

Overall Claim (Gr. 3-8)

Overall Claim (High School)Claim 1

Concepts and Procedures

Claim 2

Problem SolvingClaim 3

Communicating Reasoning

Claim 4

Modeling and Data Analysis

Claim 3 – Communicating Reason

A. Test propositions or conjectures with specific examples.

B. Construct, autonomously, chains of reasoning that justify or refute propositions or conjectures.

C. State logical assumptions being used.D. Use the technique of breaking an argument into

cases.E. Distinguish correct logic or reasoning from that

which is flawed, and—if there is a flaw in the argument—explain what it is.

F. Base arguments on concrete referents such as objects, drawings, diagrams, and actions.

G. Determine conditions under which an argument does and does not apply.

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

Making Sense of the Task Revisit the task as though you are a

student so that you can think about misconceptions that might arise.

Discuss:What knowledge do your students

need to have to be successful on this task?

Connecting it to the rubrics

Content Cluster Rubric◦ Focuses on a specific cluster for the task

SBAC Achievement Level Descriptor Rubric◦ Focuses on Claim 3 broadly

Review the rubrics and consider how you might score yourself based on the task you completed.

Anchoring Yourself in Student Work

Look at the 3 anchor papers associated with your task. Discuss as a group:◦ What Content Cluster score does this student

demonstrate?◦ What SBAC ALD score does this student demonstrate?

What considerations does this illuminate for your students?

Review the official scores for your papers and annotated notes. ◦ What further clarification do you need?

Equip RubricAchieve.org http://www.achieve.org/EQuIP

Reflection/Evaluation

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

Online PD evaluationIn order to identify your ESD’s most effective professional development strategies—practices and supports that impact teachers’ instructional shifts along with performance outcomes for students—we respectfully request participants complete a survey at the end of a training or series of trainings. The purpose of the survey is to simply identify which pieces of the training(s) that we provide best support your needs as an educator. We ask for your name on the survey only to be able to match demographic and performance data to your responses. In no way will the data be used to evaluate you or your work. In fact, your name will be deleted from the record once the data are matched thus ensuring your responses are anonymous.  

The data collection will ensure the continuous improvement of professional development professional learning experiences for math, science and ELA. The collection of these data also helps to ensure the continued funding of free or low-cost, high-quality professional development in math, science, and ELA. We deeply appreciate your cooperation. Thank you.

Evaluation Survey

To access the math surveytype this address into your browser:http://www.surveygizmo.com/s3/1823995/AESD-Math-PD-ReflectionCourse Name:MLT Mtg. 2Date: 12/02/2014Clock hours: 6Olympic ESD 114

OR Scan this QR code with your tablet or smartphone. (Note: You may need to download an app to allow scanning to work.)

Evaluation Survey

To access the math surveytype this address into your browser:http://www.surveygizmo.com/s3/1823995/AESD-Math-PD-ReflectionCourse Name:MLT Mtg. 2Date: 12/02/2014Clock hours: 6Olympic ESD 114

OR Scan this QR code with your tablet or smartphone. (Note: You may need to download an app to allow scanning to work.)

Evaluation Survey

To access the math surveytype this address into your browser:http://www.surveygizmo.com/s3/1823995/AESD-Math-PD-ReflectionCourse Name:MLT Mtg. 2Date: 12/02/2014Clock hours: 6Olympic ESD 114

OR Scan this QR code with your tablet or smartphone. (Note: You may need to download an app to allow scanning to work.)

Evaluation Survey

To access the math surveytype this address into your browser:http://www.surveygizmo.com/s3/1823995/AESD-Math-PD-ReflectionCourse Name:MLT Mtg. 2Date: 12/02/2014Clock hours: 6Olympic ESD 114

OR Scan this QR code with your tablet or smartphone. (Note: You may need to download an app to allow scanning to work.)