A Professional Development Model for Improving Secondary Mathematics Principal’s Retreat August 7, 2002 Harold Boger

“Keeping New Teachers in Mind” Divide into 5 groups: Wanted: School Based Professional Development, p. 2 Veteran Oriented Professional Cultures, p. 3 Novice-Oriented Professional Cultures, p.4 Integrated Professional Cultures p.4 The Importance of Organized Support, p. 5-6

How do we ensure that teachers are involved in meaningful, continual professional development which is focused on student achievement in their classroom?

Instructional Cycle Teachers agree on work samples, pacing guides and standards Teachers bring work samples to grade/level department meetings The focus of the discourse is improved student achievement Professional development is based on identified student, teacher and school needs Logs of meetings are kept

Intervention Options No Child Left Behind Supplemental Services Tutoring (Peer, Teacher, Parent, Community Organizations) Extended Day Saturday School Intersession, Summer School

Math Goals For all teachers to have the same educational expectations and instructional resources (materials, knowledge) for all students For all students (and parents) to continually be aware of what exactly is expected of them To change the culture of accepting failure as an option for students and replacing it with a culture of continual progress toward a goal based on the effort level put forward.

Expected Outcomes Improvement in standardized math test scores Decrease in the number of students failing Algebra 1 and other math courses Increase in the number and quality of instructional strategies that teachers use

Scheduling Time Buy-back days Banked Tuesdays Department Meetings Common Planning Time Pupil Free Days Faculty Meetings

Grades What is the role of the grade of ‘D’ in an standards based instructional classroom?