Professional Learning is the Key to Change:

Strategies for Transforming

K-5 Instruction and Learning

From the Common

Core to the

Classroom

Dr. Kimberly Rimbey

NBCT, EA Mathematics

Director of Curriculum and PD

Rodel Foundation of Arizona

Executive Director of PD

KP Mathematics

What’s the Goal?

PD

Im

pact PD should relate to teacher knowledge classroom practice student learning

What Do We Know?

Sta

ndard

s H

isto

ry

Mathematics standards have a

long history and require PD (Cobb,

2011; Confrey, 2007; Porter, 2011; Spillane

2004)

1950’s – Post Sputnik 1960’s – New Math

1970’s – Back to Basics 1980’s – Call for Critical

Thinking 1990’s – Standards Movement

2000’s – Accountability

Movement 2010’s – CCSSM

Eff

ect

ive P

D

Effective PD includes specific

features (Borko, 2004; Desimone, 2009;

Loucks-Horsley, 2010)Core Features Content Focus Active Learning Experiences

Coherence Duration Collective Participation

Eff

ect

ive P

D

Effective PD includes specific

features (Borko, 2004; Desimone, 2009;

Loucks-Horsley, 2010)Deliberate Strategies Solving Tasks Anticipating Student

Responses Analyzing Student Work Standards Talks Co-planning Reading Professional Literature

Viewing Classroom Video

Teach

er

Know

ledge

Mathematical knowledge is

specialized and is necessary for

effective teaching of

mathematics (Ball, et al., 2008; Hill,

2004; Shulman, 1989; Spillane, 2004)

13

Consc

iousn

ess

-C

om

pete

nce

Matr

ix

PD

Eva

luati

on PD evaluation has been spotty, at

best (Darling-Hammond, et al.,2009;

Guskey, 2000; Desimone, 2009)Levels of Evaluation Teacher Responses Teacher Knowledge

Organizational Structure

Classroom Practice Student Achievement

PD for the CCSSM

PD

Desi

gn

Content: CCSSM (KCC)Participants: Non-volunteers,

single grade-level50 hours of PD, 3+ months

36 hours workshop setting

14 hours independent work

PD Techniques Collaborative planning,

anticipating student responses, interpreting

students’ thinking, examining

student work, observing video

footage, reading professional

literature, discussing

classroom management, role

playing…

Daily

Agenda

Check-in Warm-up Task Analyzing Student Work

Standards Talk Workshop Lunch Standards Talk Workshop Book Club Collaborative Planning

Reflection & Feedback

Content Standards

Mathematical Practices

SM

P A

ctiv

ity Focused Reading

Round Robin Group Discussion Large-group Illustration & Discussion

Repeat

Reasoning & Argumentatio

nMP2-3

Modeling MP4

Using Tools MP5

Problem Solving Precision MP1 MP6

StructureMP7

Repeated Reasonin

g MP8

?

Reasoning & Argumentatio

nMP2-3

Modeling MP4

Using Tools MP5

Problem Solving Precision MP1 MP6

?Structure

MP7

Repeated Reasonin

g MP8

Video – Buttons Task

www.insidemathematics.org

Book

Clu

b

Warm-up Tasks

Warm

-up:

Mars

hm

allo

w P

eeps

Marshmallow Peeps come 10 in a package. Each peep is 2 inches long. How long will a train of 10 peeps be if they are lined up in a row with ½ inch between them?Remember to show all your work. You may use numbers, pictures, diagrams, and words.

www.exemplars.com

2nd-Grade Example

4th-Grade Example

6th-G

rade

Exa

mple

Hig

h S

chool

Exa

mple

WorkshopsStandards TalkBackground

Activities with purpose

Mate

rials Van de Walle Book

Place Value Manipulatives KP Ten-frame Tiles ww.kpmathematics.com

Math U See kits www.mathusee.com

Cards & dice

Click icon to add picture

Click icon to add picture

Kimberly Rimbey.kimrimbey@gmail.com