Urban MathematicsEducation LeadershipAcademy
May 19, 2009Dottie Whitlow, Ph. D. and the Atlanta Public Schools team
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Atlanta Public SchoolsUMELA Team
Dottie Whitlow, Ph.D.Arica Johnson, Ed. DLinda S. SmithNeva RoseMesha GreeneCraig OgdenKathy GriffinDiamond JackRaquel RimpolaKami Benson Luigs
Executive Director, Mathematics & ScienceProgram Administrator, Mathematics & Science
Master Instructional Coach, MathematicsProgram Director, Georgia Tech CEISMC
Model Teacher Leader, SRT 1Model Teacher Leader, SRT 2Model Teacher Leader, SRT 3Model Teacher Leader, SRT 4
Model Teacher Leader, Math, Office of HSProgram Leader, GE
Atlanta Public SchoolsUMELA Team
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Atlanta Public SchoolsDemographics
Student populationAfrican American
CaucasianHispanic
MultiracialAsianAmerican Indian/Alaskan
Students eligible for free & reduced meals
Teachers
School factsTraditional schoolsElementaryMiddle SchoolsSingle genderHigh Schools
Non-traditionalCharter SchoolsAdult learning centersTotal APS learning sites
49,14286%8%4%
0.93%0.59%0.3%
76.14%
+3,200
9557172
19
271
105
Superintendent tenure: 10 yearsBeverly L. Hall, Ed.D. – 2009 National Superintendent of the Year
Atlanta Public SchoolsDemographics
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Atlanta Public Schools’ strategic plan is to create a 21st Century mathematics and science educational experience that provides APS students with the
necessary knowledge, skills and abilities to allow them to become
competitive in the global market place.
Atlanta Public SchoolsVision for 2012 math and science
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Quality
Professional Learning
Experiences
Aligned Curriculum & Resource
Materials
Enhanced Leadership Capacity
Deep Teacher Capacity
Standards-based Classroom Instruction
Deep Data Use for Assessment & Instruction
APS21st Century Learning
Experience
Atlanta Public SchoolsMath & Science initiative
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APS’ math and science PD design considers 4 interconnected outcomes
Increasing science & math content knowledge
Adapted from Loucks-Horsley, Love, Stiles, Mundry, & Hewson in Designing Professional Development for Teachers of Science and Mathematics
Increasing pedagogical content knowledge
Building a professional learning community
Developing leadership
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APS’ math & science PD design
Plan
Context
Do
Set Goals
Commit to vision and standards
Analyze student
learning & other data
Knowledge & Beliefs
Critical Issues
EV
AU
LA
TE
Strategies
Professional Development is like an … … because it covers all
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How do we know the PD is working?
Developing awareness
Building knowledge
Translate new knowledge into practice
Practicing teaching
Reflect deeply on teaching and learning
1. Participants’ reactions
2. Participants’ learning
3. Organization support & change
4. Participants’ use of new knowledge or skills
5. Student learning outcomesEach PD strategy is evaluated … some
strategies are evaluated more deeply than others
‘House of PD’ Scope of Evaluation
Adapted from Loucks-Horsley, Love, Stiles, Mundry, & Hewson in Designing Professional Development for Teachers of Science and Mathematicstaken from T. Guskey in Evaluating Professional Development
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How are we evaluating Layer 1?
Developing awareness
Building knowledge
Translate new knowledge into practice
Practicing teaching
Reflect deeply on teaching and learning Developing
Awareness
APS PD actionLevel of
evaluation2222322
– District-wide focused training– Math Misconceptions– Vertical planning teaming– Department planning teaming– District-wide coaching conversations– Reflective teacher model intro May
2008– Math I Professional Learning
Community (PLC)
APS PD actionLevel of
evaluation–New Teacher Orientation training
–Quarterly math & science SRT trainings–Noyce Foundation content coaching–Science leadership training
21322
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How are we evaluating Layer 2?
Developing awareness
Building knowledge
Translate new knowledge into practice
Practicing teaching
Reflect deeply on teaching and learning Building
knowledge
APS PD actionLevel of
evaluation222222
22
–District-wide focused training–Science leadership series–Spelman partnership–GE summer conference–NASA, APQC–Urban Math Education Leadership Academy–GA Tech CEISMC GIFT–Math I PLC
–Summer Science academies–Science labs and materials –Math Solutions–NSTA sci-paks and sci-objects–PLCs (robotics, integrated science, physics)–GSTA, NSTA, GCTM, NCTM–Benjamin Banneker Series–Quarterly math & science SRT trainings–Exemplars math training
APS PD actionLevel of
evaluation22323
2212
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How are we evaluating Layer 3?
Developing awareness
Building knowledge
Translate new knowledge into practice
Practicing teaching
Reflect deeply on teaching and learning Translate new
knowledge into practice
–District focused training–APS Coaching Foundation–Carnegie and Agile Mind–8th grade math curriculum improvements–Noyce Foundation content coaching–National Advisory Panel–Math I & II supplements–Science framework and task enhancements–Data conversations/ data talks PLC
APS PD action Level of evaluation232222222
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How are we evaluating Layer 4?
Developing awareness
Building knowledge
Translate new knowledge into practice
Practicing teaching
Reflect deeply on teaching and learning Practicing
teaching
APS PD action Level of evaluation232223
–District-wide focused training–APS Coaching Foundation–Noyce Foundation content coaching–Reflective teacher model introduction May 2008–PLCs (all esp. data conversations/data talks)–Math Solutions
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How are we evaluating Layer 5?
Developing awareness
Building knowledge
Translate new knowledge into practice
Practicing teaching
Reflect deeply on teaching and learning Reflect deeply
on teaching and learning
APS PD action Level of evaluation2322
–District-wide focused training–APS Coaching Foundation–Science Leadership series–PLCs (all)
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Partnerships & resources
Georgia Tech CEISMC University of GeorgiaGeorgia State University Spelman College (SMSEA)University of Texas – The Dana Center University of California Santa CruzGE & GE Foundation Bill & Melinda Gates FoundationPanasonic Foundation NCTM / NCSMNoyce Foundation
Partners
Resources(Susan Loucks-Horsley, et al) Designing Professional Development for Teachers of Science and Mathematics•(Van De Walle) Elementary and Middle School Mathematics•(Mary Kay Stein, et al) Implementing Standards-Based Mathematics Instruction 1st edition•(Robert Ashlock) Error Patterns in Computation•(Kasser, Mundry, Stiles and Loucks-Horsley) Leading Every Day•(Tom Guskey) Evaluating Professional Development•GDOE website www.georgiastandards.org•Urban Mathematics Leadership Network•WestEd
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Challenges / Opportunities•Building the foundation of APS Coaching Model among APS instructional leaders (eg, common language and practice)
•Efficient use of planning days – we always can improve
•Follow-up and monitoring of PD opportunities
•Channel energy re Math & Science Initiative
•Embedding and supporting all district initiatives seamlessly
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