california – math/science partnership (camsp) 2011 spring learning network meeting

Mathematics Teacher Leaders: Mathematics Teacher Leaders: Lessons Learned Lessons Learned fromfrom

Teachers Assisting Students to Excel in Learning MathematicsTeachers Assisting Students to Excel in Learning Mathematics (TASEL-M)(TASEL-M)

California – Math/Science Partnership (CaMSP)California – Math/Science Partnership (CaMSP)

2011 Spring Learning Network Meeting2011 Spring Learning Network Meeting

Sacramento, CA April 4-5, 2011Dr. David Pagni

NSF-MSPNSF-MSP

January 1, 2003 through December 31, 2010January 1, 2003 through December 31, 2010

Mathematics Teacher Leaders:Mathematics Teacher Leaders:AGENDAAGENDA

Mission Possible Through the YearsMission Possible Through the Years• Professional Learning Community (PLC) DevelopmentProfessional Learning Community (PLC) Development

What is the Work? What is the Work? Pedagogical Content Knowledge (PCK)Pedagogical Content Knowledge (PCK)

• Building Leadership CapacityBuilding Leadership Capacity• Sustaining PLCsSustaining PLCs

Stages of PLCsStages of PLCs A Study in ProgressA Study in Progress

• Strong PLCsStrong PLCs• Change in Teaching EnvironmentChange in Teaching Environment• Enhanced Student Understanding of and Performance Enhanced Student Understanding of and Performance

in Mathematicsin Mathematics

Partnership to Promote Student LearningPartnership to Promote Student Learning Work within 4 Orange County DistrictsWork within 4 Orange County Districts

– 2 Unified School Districts2 Unified School Districts– 1 Elementary School District1 Elementary School District– 1 Union High School District1 Union High School District

Full Mathematics DepartmentsFull Mathematics Departments – 4 Specific High Schools4 Specific High Schools– Their 7 Feeder Middle SchoolsTheir 7 Feeder Middle Schools– 3 Continuation High Schools3 Continuation High Schools

Mathematics CoachesMathematics Coaches– 4 Full Time Coaches4 Full Time Coaches

Mathematics Faculty from CSUFMathematics Faculty from CSUF– 5 Mathematics Professors5 Mathematics Professors

Coordinators from OCDECoordinators from OCDE– 1 Mathematics Coordinator1 Mathematics Coordinator– 1 EL Coordinator (20%)1 EL Coordinator (20%)

Referred to as Referred to as TASEL-M Districts TASEL-M Districts for this presentation.for this presentation.

Prepared by Orange County Department of Education - Dr. Dianne DeMille

Who is the Target Audience?Who is the Target Audience?

130 mathematics teachers130 mathematics teachers 9,787 high school students 9,787 high school students 6,536 middle school/junior high 6,536 middle school/junior high

school studentsschool students 67% Hispanic Students67% Hispanic Students 14% Asian14% Asian 10% White (not Hispanic)10% White (not Hispanic) 51% English Learners51% English Learners 65% Free and Reduced Lunch65% Free and Reduced Lunch


Mission Possible Mission Possible 2003-042003-04: The Trip Begins: The Trip Begins– Developing Professional Learning CommunitiesDeveloping Professional Learning Communities

Mission Possible Mission Possible 2004-052004-05– Coach Leads Discussion/DialogueCoach Leads Discussion/Dialogue

» Mission and VisionMission and Vision» Equity for ALL studentsEquity for ALL students» Data Driven DialogueData Driven Dialogue» Questioning StrategiesQuestioning Strategies

Mission Possible Mission Possible 2005-062005-06– Coach Leads Lesson Design for relevance and Coach Leads Lesson Design for relevance and

meaningmeaning» Data Dialogue Data Dialogue » HomeworkHomework» Algebra SuccessAlgebra Success

Professional Learning Communities:Professional Learning Communities:Setting the Foundation for Teacher LeadersSetting the Foundation for Teacher Leaders

Mission Possible Mission Possible 2006-072006-07– Teacher Leaders begin to emergeTeacher Leaders begin to emerge

» Routine Strategies & Best Practices to Engage StudentsRoutine Strategies & Best Practices to Engage Students Mission Possible Mission Possible 2007-082007-08

– Teacher Leaders identified & mentored by CoachTeacher Leaders identified & mentored by Coach» Leadership training to co-lead teams with CoachLeadership training to co-lead teams with Coach» Brain Research Affirms Our Best PracticesBrain Research Affirms Our Best Practices

Mission Possible Mission Possible 2008-102008-10– Teacher Leaders take the lead without coachesTeacher Leaders take the lead without coaches

» SMART Goals & Action PlansSMART Goals & Action Plans» Common Agreements & AssessmentsCommon Agreements & Assessments» Data AnalysisData Analysis» Lesson Design, including technologyLesson Design, including technology

Professional Learning Communities: Professional Learning Communities: Teacher Leaders EmergingTeacher Leaders Emerging

Why Professional Learning Communities (PLCs)?Why Professional Learning Communities (PLCs)?

Teachers must work in collaborative groups that provide time for articulating and clarifying the lesson, assessing the

delivery of the lesson, and reflecting upon the impact of the lesson on

student learning.DuFour, DuFour, Eaker, & Karhanek, 2004

Began PLC Development with Began PLC Development with Full-time Coaches as LeadersFull-time Coaches as Leaders

PLCs in SchoolsPLCs in Schools Link to higher student achievementLink to higher student achievement


The Literature Supports this Premise The Literature Supports this Premise Darling-Hammond, 2000 Elmore, 2004 Fullan, 2007 Kanold, 2006 Lee, Smith, & Croninger, 1995 Newmann & Wehlage, 1995 Reyes, Schribner, & Paredes, 1999 Thiessen & Anderson, 1999

Start With CollaborationStart With Collaboration

Building Professional Learning Communities with a Building Professional Learning Communities with a Commitment to a Common Vision from All Members of Commitment to a Common Vision from All Members of the Departmentthe Department– Annual CollaborationAnnual Collaboration– Ongoing CollaborationOngoing Collaboration– Data Driven DialogueData Driven Dialogue– Monitor Student ProgressMonitor Student Progress– Set SMART GoalsSet SMART Goals– Design Lessons that Encourage Student EngagementDesign Lessons that Encourage Student Engagement

Full administrative support (both site and district)Full administrative support (both site and district)


What was the Work of Each Team?What was the Work of Each Team? Create a school and a personal action planCreate a school and a personal action plan Create and analyze Benchmark and Formative Create and analyze Benchmark and Formative

assessmentsassessments Modify instruction for students at-riskModify instruction for students at-risk Use motivation survey results for richer lesson design Use motivation survey results for richer lesson design Develop a calendar of meetings and eventsDevelop a calendar of meetings and events Ensure that Ensure that ALL ALL students receive the same students receive the same

instruction, material, & support instruction, material, & support Have deep conversations about the content they are Have deep conversations about the content they are

teaching – PCK teaching – PCK


Familiarity with Errors or MisconceptionsFamiliarity with Errors or Misconceptions

Familiarity with RepresentationsFamiliarity with Representations

Pedagogical Content Knowledge Pedagogical Content Knowledge (PCK)(PCK)


When evaluating the expression: 5 – 3(6 – 2), the correct answer is –7. What error in thinking would produce an answer of 8?

a) incorrect use of the Distributive Propertyb) mistake made in integer arithmeticc) more than one error was maded) mentally inserted an extra set of grouping symbolse) strategy of evaluating expression strictly from left-to-

right was applied

Familiarity with Errors or MisconceptionsFamiliarity with Errors or MisconceptionsOrder of OperationsOrder of Operations


Learning as a FocusLearning as a Focus

Teacher groups commit quality time Teacher groups commit quality time to analyzing student work and to analyzing student work and

learning processes learning processes


Teachers Learn to . . .Teachers Learn to . . . Become fully responsible for student learningBecome fully responsible for student learning Gain insights from others about content and Gain insights from others about content and

practicepractice Design programs to reach ALL studentsDesign programs to reach ALL students Have productive conversations aboutHave productive conversations about

– Student workStudent work– Student thinkingStudent thinking– Learning stylesLearning styles

Analyze how students learn mathematicsAnalyze how students learn mathematics Encourage student discourseEncourage student discourse Maximize student potentialMaximize student potential


PLCs: Spreading to Other DepartmentsPLCs: Spreading to Other Departments

““Other teachers have also taken the lead to make Other teachers have also taken the lead to make a difference for students. They have taken on a difference for students. They have taken on the responsibility for leading course-alike teams. the responsibility for leading course-alike teams. These leaders are now dealing with more These leaders are now dealing with more challenging issues like common grading challenging issues like common grading agreements, common percentages for agreements, common percentages for homework, participation, quizzes, tests, etc.” homework, participation, quizzes, tests, etc.” (High school principal, 2008).(High school principal, 2008).

How Do We Empower Teams to How Do We Empower Teams to Sustain This Work?Sustain This Work?


Building Leadership CapacityBuilding Leadership Capacity2007-082007-08

Build leadership capacity for all grade level and Build leadership capacity for all grade level and course-alike teamscourse-alike teams

Involve leaders from each site in planning and Involve leaders from each site in planning and implementing all meetingsimplementing all meetings

Support each PLC as a self-sustaining groupSupport each PLC as a self-sustaining group Increase leadership and facilitation skills to sustain Increase leadership and facilitation skills to sustain

the work as a high-functioning PLC the work as a high-functioning PLC – Summer academySummer academy

– Orange County Mathematics Leadership Initiative (MLI)Orange County Mathematics Leadership Initiative (MLI)

– Coaches and Principals provide and support leadership Coaches and Principals provide and support leadership situations for individual teachers – with Tim Kanoldsituations for individual teachers – with Tim Kanold


PLCs: New Teacher InclusionPLCs: New Teacher Inclusion

““Newer teachers have stepped up to take on the Newer teachers have stepped up to take on the role in department meetings and collaboration role in department meetings and collaboration days to share new and revised materials for the days to share new and revised materials for the team. They have also shared in the role of team. They have also shared in the role of facilitating data discussions as a means of facilitating data discussions as a means of gaining information and insight for improving gaining information and insight for improving their teaching strategies” (Coach, describing a their teaching strategies” (Coach, describing a high school math dept, 2008).high school math dept, 2008).

Mathematics Leadership Initiative (MLI)Mathematics Leadership Initiative (MLI)2008-10: Expanding to All Schools2008-10: Expanding to All Schools

Increase leadership and facilitation skills to sustain Increase leadership and facilitation skills to sustain the work as high-functioning PLC’s the work as high-functioning PLC’s – 2 mathematics teachers & Principal (6-8) 2 mathematics teachers & Principal (6-8)

– 3 mathematics teachers & Principal (9-12)3 mathematics teachers & Principal (9-12)

– Principals provide support and leadership to individual Principals provide support and leadership to individual teacher leadersteacher leaders

Consultants - Tim Kanold & Kit NorrisConsultants - Tim Kanold & Kit Norris


Developing Teacher LeadersDeveloping Teacher Leaders

Tools and Strategies to achieve highly functioning Tools and Strategies to achieve highly functioning PLCsPLCs– Dialogue vs. DiscussionDialogue vs. Discussion– Use of Protocols for productive dialogueUse of Protocols for productive dialogue– Asking Inquiry questionsAsking Inquiry questions– Creating Interdependency - trust within the group to Creating Interdependency - trust within the group to

follow throughfollow through– Keeping the Vision as a pathway to the goalKeeping the Vision as a pathway to the goal– Defining Mathematical Competency as a departmentDefining Mathematical Competency as a department– Using Student Thinking to drive instructional decisionsUsing Student Thinking to drive instructional decisions


Teacher Leaders Take ControlTeacher Leaders Take Control

““The leaders are fully running the collaboration, The leaders are fully running the collaboration, department meetings, and release days. They department meetings, and release days. They have since day one of this year designed the have since day one of this year designed the agendas and run the meetings, allowing me to agendas and run the meetings, allowing me to share my information as an agenda item” share my information as an agenda item” (Coach, describing a high school math dept, (Coach, describing a high school math dept, 2008).2008).

Stages of Professional Learning Stages of Professional Learning Communities (PLCs)Communities (PLCs)

Adapted from: Graham, P. & Ferriter, B. (2008). One step at a time. National Staff Development Council, 29(3), 38-42.

Stages of PLCsStages of PLCs

Envision a team from your siteEnvision a team from your site– Identify where you would place it on the continuumIdentify where you would place it on the continuum– What guidance would you give to the team to move it What guidance would you give to the team to move it

to the next level?to the next level?– What support would you need to make this happen?What support would you need to make this happen?


1. Filling the Time: What are the expectations for meeting as a team?2. Sharing Personal Practices: What is everyone doing in their classroom?3. Planning: What should we be doing, and how can we lighten the load?4. Developing Common Assessments: What does mastery look like?5. Analyzing Student Learning: Are students learning what they are supposed to learn?6. Differentiating Follow-up: Are we reflecting on the right questions?7. Reflecting on Instruction: Which practices are most effective with our students?

A Study in ProgressA Study in Progress


Professional Learning CommunitiesProfessional Learning Communities


Strong PLCs

Developing

Change in Teaching Environment

Brings About

Enhanced Student Understanding of and

Performance in MathematicsResults in

TASEL-M Identified PLC’sTASEL-M Identified PLC’s

Nineteen PLCs at 11 schoolsNineteen PLCs at 11 schools

Middle school PLCs - entire mathematics Middle school PLCs - entire mathematics departmentdepartment

High schools - course-alike teamsHigh schools - course-alike teams


Three Types of PLC’s IdentifiedScoring Rubric

Established (a well-functioning PLC – 3.5 to 5.0) teachers in 50% of PLC’s rank selves as 3.5 to 4.4

Emerging (on the way – 1.7 to 3.4) teachers in 50% of PLC’s rank selves as 2.5 to 3.4

Weak (not yet a PLC – 0 to 1.6)


PLC Checklist ResultsPLC Checklist Results



Strong PLCs

Developing


Brings About



Question asked to what extent did the following Question asked to what extent did the following

statements apply to this lesson? statements apply to this lesson?

Observation Protocol, Summary Conclusions, Observation Protocol, Summary Conclusions, based on HRI based on HRI

Observation Protocol, Summary Conclusions Section, Observation Protocol, Summary Conclusions Section, based on HRI based on HRI

Question asked to what extent did the following statements Question asked to what extent did the following statements

apply to this lesson? apply to this lesson?

Cluster A

Cluster B

Cluster C

Cluster D

Middle Schools

High Schools

Observation: School Environment Observation: School Environment Shows Stark ContrastShows Stark Contrast


PrePre Teachers were using Teachers were using

lecture format, standing lecture format, standing at the overheadat the overhead

Students were not Students were not engaged in the lessons engaged in the lessons and appeared to be and appeared to be boredbored

PostPost Teachers are now doing Teachers are now doing

less of the work and less of the work and using multiple strategies using multiple strategies to engage studentsto engage students

Students are doing more Students are doing more of the work, involved in of the work, involved in the lessons, and with the lessons, and with greater motivationgreater motivation



Strong PLCs

Developing


Brings About




Some Data InsightsSome Data Insights

Closing the Gap for Some Groups and Closing the Gap for Some Groups and

Surpassing the Gap for OthersSurpassing the Gap for Others

CAHSEE Grade 10 CAHSEE Grade 10 Hispanic Hispanic Students (Students (67%)Involved with Teachers in TASEL-M Over 4-5 Years Involved with Teachers in TASEL-M Over 4-5 Years

79%

76%

74%75%

38%

42%

37%

40%

+37 percentage points




CAHSEE Grade 10 CAHSEE Grade 10 English Learners English Learners ((51%)Involved with Teachers in TASEL-M Over 4-5 Years Involved with Teachers in TASEL-M Over 4-5 Years


68%

60%

51%

59%

27%

35%

25%

29%



33%

64%


Enrollment of Enrollment of Hispanic Hispanic Students in Students in Advanced Mathematics CoursesAdvanced Mathematics Courses


16%

41%

58%

22%

34%

19%

11%

17%




26%

13%+6 percentage points


CorrelationsCorrelations

Cluster schools with the Cluster schools with the highest highest results for PLC surveyresults for PLC survey Show the Show the greatest greatest increase in pass rate on the increase in pass rate on the

CAHSEE for all students, Hispanic students, English CAHSEE for all students, Hispanic students, English Learners, and Socio-Economically DisadvantagedLearners, and Socio-Economically Disadvantaged

Surpassing Orange County and California CASHEE Surpassing Orange County and California CASHEE resultsresults

Cluster schools with the Cluster schools with the lowest lowest results for PLC surveyresults for PLC survey Show the Show the lowest lowest increase in pass rate on the increase in pass rate on the

CAHSEE for the same groupsCAHSEE for the same groups


Dr. David Pagni [email protected]

Dr. Dianne DeMille [email protected]

Look for this PowerPoint

on the TASEL-M website

http://taselm.fullerton.edu

TASEL-MTASEL-M


california – math/science partnership (camsp) 2011 spring learning network meeting

Documents

mathematics teacher

mathematics teachers9

studentsmission possible

agendamission possible

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