A Coaching Model in the Transformation of Math Teachers to Math Teacher Leaders

Presented at NCSM, San Diego, CA April 19, 2010

by

Mathematics Teaching Specialists, Milwaukee Public SchoolBernard Rahming rahminbv@milwaukee.k12.wi.us

Cynthia Cuellar Rodriguez cuellacs@milwaukee.k12.wi.us

www.mmp.uwm.edu

The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation.

Session Overview

Participants will: Learn about a coaching model used

to transform math teachers to Math Teacher Leaders.

Discuss the various ingredients/ components of the coaching model.

Who we are

Milwaukee Public School (MPS) is the largest school district in the State of Wisconsin.

198 schools servicing more than 87,000 students

African American 57% Hispanic 22% White 12% Asian 5% Nat. Am. & Other 4% 79% Free and Reduced Lunch (FRL)

6000 Teachers

Milwaukee Public SchoolDistrict Core Beliefs

Children come first.

The classroom is the most important place in the district.

Leadership and accountability are keys to our success.

Central Services supports student achievement.

Families are valuable partners.

Community partnerships add value.

What is the Milwaukee Mathematics Partnership?

A community-wide collaborative PK-16 effort among school, university, union, government, business, and community organizations that seeks to substantially improve mathematics achievement for the 87,000 K-12 Milwaukee Public Schools students.

The MMP involves mathematics faculty and mathematics educators in collaboration with PK-12 educators in strengthening district curricula, student assessment measures, and re-designing pre-service and in-service teacher preparation focused on the needs of an urban district.

Distributed Leadership

Student Learning Continuum

Teacher Learning Continuum

Mathematics Framework

Comprehensive Mathematics Framework

Implement and utilize the Comprehensive Mathematics Framework to lead a collective vision of deep learning and quality teaching of challenging mathematics across the Milwaukee Partnership.

Distributed Leadership

Institute a distributed mathematics leadership model that engages all partners and is centered on school-based professional learning communities.

Teacher Continuum: Build and sustain the capacity of teachers, from initial preparation through induction and professional growth, to understand mathematics deeply and use that knowledge to improve student learning. Student Continuum: Ensure all students, PK-16, have access to, are prepared and supported for, and succeed in challenging mathematics.

Additional MMP Goals

MMP Learning Team Continuum Aligned with Formative Assessment Principles

(1) Prior to teaching, teachers study and can articulate the math concepts students will be learning.

(2) Teachers use student-friendly language to inform students about the math objective they are expected to learn during the lesson.

(3) Students can describe whatmathematical ideas

theyare learning in the lesson.

(4) Teachers canarticulate how the

math lesson is aligned to district learning

targets,state standards, and classroom

assessments(CABS), and fits withinthe progression ofstudent learning.

(5) Teachers useClassroom assessments that yield accurate information about student learning of math concepts and skills and use of math processes.

(6) Teachers use assessment information to focus and guide teaching and motivate student learning.

(7) Feedback given to a student is descriptive, frequent, and timely. It provides insight on a current strength and focuses on one facet of learning for revision linked directly to the intended math objective.

(8) Students actively and regularly use descriptive feedback to improve the quality of their work.

(9) Students study the criteria by which their work will be evaluated by analyzing samples of strong and weak work.

(10) Students keep track of their own learning over time (e.g., journals, portfolios) and communicate with others about what they understand and what areas need improvement.

Stage 1Learning Targets

Stage 2Align State Framework

and Math Program

Stage 3Common CABS

Stage 4Student Work on

CABS

Stage 5Descriptive Feedback

on CABSUnderstand importance of identifying and articulating big ideas in mathematics to bring consistency to a school’s math program.

Develop meaning for the math embedded in the targets and alignment to state standards and descriptors and to the school’s math program.

Provide a measure of consistency of student learning based on standards/descriptors and targets.

Examine student work to monitor achievement and progress toward the targets and descriptors.

Use student work to inform instructional decisions, and to provide students with appropriate descriptive feedback.

Turn and Talk

How would you use the Comprehensive Mathematics Framework and the Learning Team Continuum as a roadmap to develop Math Teacher Leaders?

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

Classroom teacher.

Respected among colleagues.

Uses standards-based approaches.

Shows initiative.

Able to access resources.

Ability to facilitate adult learning and conversations.

Characteristics of a Math Teacher Leader

Characteristics of a Math Teacher Leader

Learning Team

Other Key Teachers

PrincipalLiteracy Coach

Math Teacher Leader

School-based Learning Teams are the infrastructure that allow for distributed leadership for mathematics.

Math Teacher Leaders are “key” for focusing their Learning Teams and schools on mathematics.

Mathematics Teaching Specialist (MTS)

Provides support to Math Teacher Leader

Provides support to School with Math Teacher Leader

Facilitates / co-facilitates Professional Development

Conducts classroom visits Models best practices

Evolution of Distributed Leadership

MTL is active within the school Teachers begin extensive

collaboration MTL & Teacher collaboration

extends outside school (MTS may become heavily involved in the school)

MTL is used primarily as a resource Teachers assume math leadership

Monthly training session strands:

Mathematics Content

Leadership

Assessment

Math Teacher Leader Training

mathematics content Rational Numbers and Proportionality

leadership skills M. Fullan’s Leading in a Culture of Change coaching skills

formative assessment principles R. Stiggins Shirley Clarke’s Unlocking Formative

Assessment instructional strategies Networking

cohorts and much more …

Focused on learning ….

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

Coaching

ThinkOn your own, think about what are the components of coaching…

PairTurn to a partner and share your thoughts.

ShareShare with the whole group some of your thoughts and discussions.

Coaching A process of developing knowledge,

upgrading practice and self confidence, and cultivating success.

Maintain a nonjudgmental stance Inquire about “What’s” and “Why’s” Focus on successes towards colleague’s goal Focus on colleague’s concerns. (Be

prepared to focus on whatever the colleague raises as an area of concern.)

Reflect on goals.

Leadership

Turn and Talk

What is Leadership? Is it something one is born with? How would one develop

leadership skills?

Leadership

Five basic components of effective leadership: Moral purpose Understanding the change process Knowledge creation and knowledge sharing Building relationships Coherence making

M. Fullan, Leading in a Culture of Change, 2001

Distributed Leadership Progression

MTL is active within the school Teachers begin extensive collaboration

Teachers increase communication MTL & Teacher collaboration extends outside

schoolMTS is included, as well as, other MTLs and mathematicians and mathematics educators

MTL is used primarily as a resourceMTL becomes focal point for math

Teachers assume math leadershipTeachers defer to MTL for math leadership

Personal Reflections

An idea that squares with my beliefs. . .

A question or concern going around in my head. . .

A point I would like to make. . .

Next steps…

From the information shared, where are you as you develop leaders in your school/district?

What will you take back to your school/district to implement?

References Costa, A., Garmstorn, R. (2002). Cognitive Coaching: A

foundation for Renaissance Schools. 2nd Edition Norwood, MA: Christopher-Gordon Publishers. ISBN: 0-926842-37-4

Fullan,Michael (2001). Leading in a Culture of Change. San Francisco, CA: Jossey-Bass.

Grant, Scott Nelson, et.al. (2003) Lenses on Learning. Dale Seymour Publications.

Lipton, L., Wellman, B. (2003) Mentoring Matters : A Practical Guideto Learning-Focused Relationships. Sherman, CT : Mira Via.

National Council of Supervisors of Mathematics (2008). The PRIME Leadership Framework. Denver, Solution Tree, Bloomington, IN.

National Research Council (2001). Adding it up: Helping children learn mathematics. J. Kilpatrick, J. Swafford, and B. Findell (Eds.). Mathematics Learning Study Committee, Center for Education, Division

West, L.& Staub, F. (2003) Content-Focused Coaching: Transforming Mathematics Lessons. Heinemann.

The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation

www.mmp.uwm.edu