PROM/SE Summer Science Institute © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

PROM/SE Summer Science Institute Day 3: Leadership “So, What’s Your Plan? Performing the Role of the Associate” Barbara Markle Ben Perez Chris Reimann © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

PROM/SE Capacity Building Deepen Content Knowledge Develop Leadership Use Data Evidence © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

PROM/SE SCOPE Six Partners 1200 Associates 60 School Districts 350,000 Students Working with State Departments of Education in Ohio and Michigan Working with administrators at the district level

PROM/SE Associates A Brief Review Communicate with colleagues Engage in data interpretation Participate in capacity building experiences that address content knowledge, curriculum review and analysis of standards Serve as leaders in their schools © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

Creating a PROM/SE “Elevator Pitch” An "Elevator Pitch" is a concise, carefully planned, and well-practiced description about your project that your mother should be able to understand in the time it would take to ride up an elevator.  The premise is to pretend you’re in an elevator where you run into a potential supporter and only have the time between floors to grab their attention and make them want to know more. What would you say, and how would you say it? © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

Creating a PROM/SE Elevator Pitch Definition of PROM/SE Purpose and goals Scope Capacity building elements What’s in it for you and your district © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

PROM/SE Elevator Pitch Exercise In the Hallway: A one-sentence pitch By the faculty mailboxes: a three-sentence pitch During the New Business portion of a school board meeting: five sentences © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

Why Is Data So Important? The PROM/SE Process Gather Data Analyze Interpret Design Solutions Implement Changes Identify Challenges Conjecture Reasons © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

Fun Quiz © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

Fun Quiz Maximum Value 75th Percentile Interquartile Range 50th Percentile (Median) 25th Percentile Minimum Value © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

Sample Data Display © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

Explaining the Data Exercise Find a partner One of you explains the display; the other listens and gives feedback Spend two minutes explaining the data, two minutes giving feedback Why is district context important? © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

Explaining the Data Exercise Questions to consider: What can you say about the amount of time teachers are spending on earth science in this district? What recommendations might you make to colleagues in the district? © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

Sample Data Display © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

“Deepening Content Knowledge” and Me Thinking back on Day One, what are the implications of learning about inquiry for professional development in my building and my district? What next step can I take to begin the process of deepening content knowledge? © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

Resources What are the resources I can bring to my school? What is my relationship to my PROM/SE site coordinator? My district leaders? MSU, my state and local science content experts? PROM/SE web site : www.promse.msu.edu © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

Associate Capacity Development The partners will spend 1-day / 2 ½-days with Associates in the fall (September – December) MSU / BSCS will then lead a full-day Fall Institute, held in the three central locations (October – December) Partners will follow this with another partner-led 1-day / 2 ½-days with Associates (January – February) Followed by another full-day Spring Institute led by MSU / BSCS (February – March) Followed by another partner-led 1-day / 2 ½-days with Associates in the spring (March – May) We have on the calendar that the associates will also lead a ½-day session with their peers in the spring (April – May) Followed finally by a 5-day 2006 Summer Science Academy for associates and teachers in June, focused on developing science knowledge for teaching (June 12-15, 19-23, & June 26 – 30; specific sites and corresponding dates TBD).

Spreading the News How and to whom do I communicate what I have learned? © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

Spreading the News What is my plan to talk to my fellow math associate? My principal? My building or department colleagues? © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

Spreading the News What do I communicate (first)? © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

Spreading the News How do I communicate the data? © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

Keeping Current How do I keep current with science issues through PROM/SE? How do I keep PROM/SE up to date on issues, activities in my building and district? Web site: www.promse.msu.edu © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

Remember and Respect the Change Process: Innovating the most is not the goal Having the best ideas is not enough Appreciate the Implementation Dip Respect resistance Create a culture of change Understanding change as complex; not a checklist © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

Building Relationships: Understand collaboration in an alliance of external & internal partners Create positive relationships; work to resolve negative relationships Appreciate diverse partners © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

Creating & Sharing Knowledge: Generate & increase knowledge both inside & outside your school Create a collaborative culture that encourages knowledge sharing © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

Making Coherence: Work through ambiguity that is present in the change process Recognize that creativity results at the edge of chaos Create coherence through the alignment of policies, assessment & professional development © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866