Pre-Service to Leader Panel GSDMC 1-20-2017 Pre-Service to Leader Panel Panelists: Andrea Holmes, Stephen Phan, Dallas Fialkowski, Ted Esquivel Facilitator: Sean Nank, PhD

Principal on Special Assignment Administrator Andrea Holmes SMUSD Principal on Special Assignment

Veteran Teacher Stephen Phan TOSA: PD/BTSA 3rd Grade Teacher

B.A./M.A. Mathematics Education Second Year Teacher: Dallas Fialkowski Southwest High School B.A./M.A. Mathematics Education

Elementary/Middle School Experience SMUSD Preservice Teacher: Ted Esquivel CSUSM Graduate Elementary/Middle School Experience SMUSD

Professor & Math Teacher Facilitator Sean Nank CSUSM/ACE/OUSD Professor & Math Teacher

Panel Format: Each panelist will have five to ten minutes to present. After each presentation will be a five minute follow-up Q&A. After the presentations, we will have a 30 minute Q&A session.

Andrea Holmes

Andrea Holmes *Principal on Special Assignment - Professional Development of Mathematics *Consultant - Math Solutions *Consultant - Just Think Literacy

Experts weigh in on Professional development.. From the Center for Public Education: —“In order to truly change practices, professional development should occur over time and preferably be ongoing... When teachers are coached through the awkward phase of implementation, 95 percent can transfer the skill (Bush, 1984; Truesdale, 2003). Therefore, if districts want real changes in teaching practice, they have to provide ample and ongoing support during implementation. Studies show that effective professional development programs require anywhere from 50 to 80 hours of instruction, practice, and coaching before teachers arrive at mastery.”

Purpose of Professional Development: Increase Competence, Confidence, and a Positive Disposition (teachers and students) By building: Content Knowledge, Pedagogical Knowledge, Knowledge of Best Instruction Practices, and the Application of All Three

Look for Opportunities! District, Site, Outside Face to Face Workshops/Courses (single day, multi-day, week, etc) On-line (social media, courses) Conferences Book Clubs Collaboration Times (grade levels, staff) Modeling, Co-teaching, Coaching Leadership roles (build capacity) The sky is the limit!

Dallas Fialkowski

Ted Esquivel

Elementary/Middle School Experience SMSUD Ted Esquivel CSUSM Graduate Elementary/Middle School Experience SMSUD

Q: Do I as a newly credentialed teacher feel fully prepared to teach math effectively?

University Training vs. Real-world Experience THE GOOD: Mindset Teacher as facilitator/ co-collaborator Math as discovery, exploration, problem solving Students applying prior knowledge to new math concepts Standards Point of reference Developing Lessons Interactive, hands-on to increase student engagement

University Training vs. Real-world Experience THE NOT SO GOOD: University Coursework Compressed in 8 weeks (multiple subj. cred.) Student teaching experiences dependent upon quality of master teacher and culture of school What is lacking Opportunities: balance between input of info. (coursework) and putting strategies into practice Student teaching is only a snapshot PD opportunities to supplement coursework

Stephen Phan Algebra - WA Kindergarten - SMUSD Site Substitute Teacher - EUSD 2nd Grade - HTVCS, SDUSD TOSA - Curriculum and Instruction - HTVCS 3rd Grade - Feaster Charter, CVESD

Now is your chance to ask questions! If you have a question for one of our panelists, please address them at the beginning of the question If you have a question for the panel, just address the panel as a whole.