Welcome Meeting #3 Talk with others at your table about how the “Change Game” has impacted your leadership in your school/district.

Agenda Teacher Leadership Principles to Action: Productive Struggle Productive Instructional Routines: Subtraction Number Talks Math Rules that Expire Action Plans

Larger context Advocate and Systematize Collaborate and Implement Leadership of Self Know and Model Leadership of Self Know and Model Leadership of Others Leadership in the Extended Community

Purpose of the Fellows 1.To be a part of and support a system that focuses on math making sense for all students. --Leadership in the Extended Community 2.To be a part of a community of learners that focuses on putting the shifts into practice to reflect the CCSS vision both around the student making sense of the mathematics and demonstrating that understanding. –Leadership of Others and Self 3.To deprivatize our practice and take risks in order to facilitate high quality mathematics instruction and experiences students have with the mathematics. –Leadership of Self

Washington State Learning Standards The new standards require us to teach math with focus, coherence, and rigor. As a table group sort the papers in the envelope into two categories of classroom practice – What teachers will do – What students will do

Our Iceberg is Melting: Changing and Succeeding Under Any Conditions

A FABLE? ABOUT PENGUINS? A fable is a way to make a serious and confusing topic clear and approachable while motivating all ages! “Handle the challenge of change well, and you can prosper greatly. Handle it poorly, and you put yourself and others at risk.” This is the story of a group of penguins who got it right!

SO…ONCE UPON A TIME There was a colony of penguins living in Antarctica on an iceberg. The iceberg had been there for many years and was surrounded by a sea rich in food. There were huge walls that gave protection from the snow. They had always lived there…life was good. Life was perfect. And everyone was happy…until it was time to make a change.

WHAT’S OUR ICEBERG? As we listen to this fable we want you to keep our iceberg in mind. We are embarking on an exciting shift…we need a new iceberg. Our iceberg is melting. Turn to a partner and chat about what you believe is our iceberg.

A SHIFT TO PERSONALIZED LEARNING… Creating a sense of urgency within myself…so I can contribute to the larger shift? How can I personally enhance my leadership skills so that I can be a part of the culture shift that needs to take place?

AS WE LEARN ABOUT OUR PENGUINS, KEEP THE FOLLOWING QUESTION IN MIND: Which one do you feel most represents you? Can you find pieces of yourself in more than one? As we all learn the fable listen to how the character most like you adapts, hinders, or contributes to the change initiative.

Think about what role you will play as we embark on our new iceberg. /WATCH?V=IQLABCOCJHG

MEET THE PENGUINS FRED – unusually observant, curious, creative, younger, level-headed ALICE – one of the leaders of the colony, a practical and tough bird, aggressive, makes things happen, doesn’t care about status and treats everyone the same, impossible to intimidate, smart (but not intellectual heavyweight) BUDDY – well liked and trusted but not very powerful, not the slightest ambitious, relates well with the average bird NONO – one of the colony leaders and a negative influencer who keeps trying to poke holes in Fred’s theory THE PROFESSOR – intellectual influencer, logical, well read, fascinated by interesting questions, not the most social of birds LOUIS – formal colony leader, well-respected yet conservative SCOUT AND SALLY ANN – helpful and excited to be part of the change

WHEN WERE YOU ONE OF THESE GUYS? Turn to your partner and chat about a time you can relate to one of these characters…

Think about what role you will play as we embark on our new iceberg. /WATCH?V=IQLABCOCJHG

CREATING A SENSE OF URGENCY The students in our classrooms learn and process information differently than students we taught previously. We have to change the way we lead teachers in order for our students to be successful.

Make a T chart WHAT IS A 20 TH CENTURY LEARNER? Write down in the left column what you would consider to be 5 characteristics of a 20 th century learner? WHAT IS A 21 ST CENTURY LEARNER? Write down in the right column what you would consider to be 5 characteristics of a 21 st century learner.

Let’s see what research says about the differences in learners from the 20 th century to the ones we have today.

20 TH CENTURY PARADIGM Individual Mainly summative assessment with some formative elements Numerical criteria Teacher centered Assessment focused Content with some process Just in case learning Lower level bloom’s Learning ABOUT technology

21 ST CENTURY PARADIGMS Collaborative Formative with summative Criteria based assessment Student centered Process and outcome focused Differentiated Higher level blooms Problem solving/inquiry based Learning THROUGH technology

PULLING IT ALL TOGETHER… Using your graphic organizer, identify at least three instructional shifts that MUST occur knowing what we do about 21 st century learners. Each person should identify those shifts…then as a table identify the 5 most powerful shifts you feel should occur. Share!

EIGHT STEP PROCESS OF SUCCESSFUL CHANGE SET THE STAGE 1.Create a sense of urgency 2.Pull together the guiding team DECIDE WHAT TO DO 3. Develop the change vision and strategy MAKE IT HAPPEN 4. Communicate for understanding and buy-in 5. Empower others to act 6. Produce short-term wins 7. Don’t let up MAKE IT STICK 8. Create a new culture

DECIDE WHAT TO DO Develop the Change Vision and Strategy  Clarify how teachers will be different from the past and how you can make the future a reality.

MAKE IT HAPPEN Communicate for Understanding and Buy-in  Make sure as many others as possible understand and accept the vision and the strategy.

MAKE IT HAPPEN Empower Others to Act  Remove as many barriers as possible so that those who want to make the vision a reality can do so.

MAKE IT HAPPEN Produce Short-Term Wins  Create some visible, unambiguous successes as soon as possible.

MAKE IT HAPPEN Don’t Let Up  Press harder and faster after the first successes.  Be relentless with initiating change after the vision is a reality.

MAKE IT STICK Create a New Culture  Hold on to the new ways of behaving, and make sure they succeed, until they become strong enough to replace old traditions.

IMPLICATIONS FOR YOUR ORGANIZATION Follow the 8 steps:  What is the most challenging for you? 1.Create a sense of urgency 2.Pull together the guiding team 3.Develop the change vision and strategy 4.Communicate for understanding and buy-in 5.Empower others to act 6.Produce short-term wins 7.Don’t let up 8.Create a new culture Dealing with a Nono in your organization

Break

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. Principles to Actions: Ensuring Mathematical Success for All - Leadership of self, others and the extended community

Compass Points Skim Pages Record Thoughts on Sticky Notes East: Excited West: Worrisome North: Need to Know South: Stance, Steps, or Suggestions

Compass Points Post Your Responses on a Poster Paper Marked East, West, South and North Review responses on each poster Choose one of the four posters to “park and discuss”

Sharing Ideas Each person shares ideas for one minute. Discuss notes on charts that have not been addressed. Summarize the notes from the chart. Be ready to share your groups big ideas!

Perfect Purple Paint Task Jessica gets her favorite shade of purple paint by mixing 2 cups of blue paint with 3 cups of red paint. How many cups of blue and red paint does Jessica need to make 20 cups of her favorite purple paint?

Finding Evidence of Productive Struggle Expectations for StudentsTeacher Actions to Support Students Classroom Based Indicators of Success

Teaching Channel Looking for Productive Struggle

Next Steps with Principles to Actions— Leadership of Self & Others How could you use this activity with school/district teams?

Applying Principles to Actions to Fellows Plan How will you use these resources as part of your Fellow’s action plan? Consider… – Goal for providing information? – Audience for information?

Continued Study… 4 th Fellows Meeting: Elicit and use evidence of student thinking

Lunch

Which one doesn’t belong?

Why Do We Do Math Together? - Leadership of self “Teaching mathematics requires specialized expertise and professional knowledge that includes not only knowing mathematics but knowing it in ways that make it useful for the work of teaching” (Ball & Forzani 2010; Ball, Thames, and Phelps 2008). -Principles to Action NCTM (p.11)

Number Talks How are number talks going in your classrooms?

Children who have been doing number talks have been using the properties all along to make sense of problems and make them easier to think about. All they have to learn when they get to algebra is an abstract way to label relationships they already understand.

Number Talk 63-28

Number Talks are about providing a safe place for students to try out ideas, and we don’t want accountability procedures to get in the way of this. - Ruth Parker

Exploring the Use of Various Strategies Number Talk Problems to try 71 – – – – – 159 Efficient, Generalizable Strategies for Subtraction Round the subtrahend to a multiple of ten and adjust Decompose the subtrahend Add instead Same Difference Break apart by place

Turn and Talk Which strategies did you tend to use the most? Were there any kinds of problems that called out for a different strategy?

Practicing Questioning with Number Talks Directions: Choose one person to deliver the Number Talk. The rest of your group will try and share ways to solve the problem using the Efficient, Generalizable Strategies for Subtraction. The person delivering the Number Talk practices questioning using the Questioning Handout. Repeat as time allows with a new member delivering the Number Talk each time. Problems to choose from: 315 – – – – – 56

Number talks: A High-leverage teaching strategy to transform the culture of the classroom FROM:TO: Teacher centered Student-centered – students have ideas worth listening to Teacher explaining the solution to an answer Students sharing their reasoning & strategies Focusing on the right answer Honoring how students arrive at a solution – even if it is wrong Math anxiety/low confidence Confidence in math ability One method of solving a problem – often using the standard algorithm Students are flexible in their thinking & reasoning Low student participation High student engagement & productive struggle

Next Steps with Number Talks — Leadership of Self & Others What can you commit to between now and our next meeting? So you’re afraid of commitment, aren’t you?

Break

Tea Party Protocol What does this quote mean to you?

Fellows Action Plan - Leadership of others and the extended community To what degree are you on track for implementing your plan? What elements of your work have gone well? What elements of your work have been challenging or are barriers?

Fellows Action Plan With a partner, interview each other Record your partner’s thoughts for each question Create a quartet with another partner set Review the questions- record any ideas that you want to capture for your plan

Summary - Leadership of self, others and the extended community Leadership Piece – Principles to Actions: Supporting Productive Struggle Number Talk: Subtraction Strategies with Questioning

Homework - Leadership of self, others and the extended community Administer post tasks, score using rubrics and record data* Share Number Talks with a colleague Meet with Admin and complete Action Plan Part B (Part B will be completed following each Fellows meeting) – Number Talks: Efficient Generalizable Subtraction Strategies and Questioning – Principles to Action: Supporting Productive Struggle Principles to Action…Read Pgs. 53 to 57 (Elicit and Use Evidence of Student Thinking ) by our next meeting

Thank You! Math Participant Survey