Continuous Assessment Establishing Checkpoints Reviewing Our Progress Reflecting on Our Progress Celebrating Our Progress Sharing Our Progress Evaluating Our Progress

Reviewing Our Progress Checkpoint: MMSTLC Grant Goals The MMSTLC Grant sets long and short term goals for: Mathematics and Science Centers Science, Technology, Engineering, and Mathematics (STEM) Faculty Local School Districts Teachers Students

IMPLEMENTATION STRATEGIES INTERMEDIATE OUTCOMES ASSUMPTIONS/RATIONALE: The Federal MSP program supports improved student achievement in mathematics and science through enhanced training for math / science teachers, with major involvement of STEM faculty in the improvement effort. The Michigan MSP program has identified a need for teacher leaders to provide sustainable site-based professional development. IMPLEMENTATION STRATEGIES INTERMEDIATE OUTCOMES LONG-TERM GOALS RESOURCES - SVSU-GVSU Teacher Leader Projects - UM Instructional Resources - Statewide STEM Faculty Expertise - M/S Centers Infrastructure - MSP Grant Professional development for math / science center staff on recruiting, supporting, training, and sustaining TSLs Teacher Leaders . . . - Increased math / science content / pedagogical skills / knowledge - Improved PD facilitation skills - Increased knowledge of connections between curriculum, instruction, assessment, and data use - Work jointly with administrator to improve math / science - Recognized as leaders in math / science - Provide instructional leadership through PD Math/Science Centers… - Recruited as planned - Statewide network of TSLs operating as intended 1. Cadre of TSLs w/skills / knowledge to help improve teaching / learning of math / science in targeted high needs schools Individualized, data-driven needs assessments for participating high-needs buildings, districts, and TSLs. M/S Center staff / teams -Have knowledge / skills to recruit, develop, support, and sustain TSLs and administrators - Increased / enhanced MSC partnerships with IHE, LEAs, business, non-profits, etc. 2. Working relationships between TSLs and building administrators, w/support of M/S Centers & STEM Faculty Development of learning communities at statewide (TSLs), regional (MSCs), and local (building / district) levels. NEEDS - Capacity in M/S Centers to support teacher leaders and high needs schools inadequate - Current PD is inadequate to significantly impact teaching & learning - School-based capacity to serve high needs schools inadequate Development of instructional resources based on content and effective pedagogy. Students . . . -Increased opportunities to learn -Improved learning and deepened understanding of math / science -Improved attitudes towards, interest in mathematics / science Immersion in leadership, inquiry, and professional community during summer academy and school year programming. 3. Improve math / science learning of students in targeted high needs schools Administrators . . . - Improved ability to recognize / support high quality math/science education - Develop working relationship with TL to improve math / science On-going training in leadership and inquiry teaching / learning through released time (sabbatical) options for PD implementation. STEM Faculty - Seek to increase their knowledge and insights in content, pedagogy, and LEA needs by collaborating with middle grades’ colleagues. - Sharing content / pedagogical knowledge with TSLs, LEAs, and M/S Centers - IHE STEM adapting instructional practices in their own classrooms 4. M/S Centers with increased capacity to sustain support for high needs schools Intentional inclusion of STEM faculty at all levels of TSL professional development. Extended Teams . . . - Increased content / pedagogical knowledge / skills; facilitation skills in selected topics / practices - Increased understanding of personal instructional practices Online PD, coaching, networking, conferencing, and resource dissemination. Technical assistance (consulting, advising, tutoring, etc.) by Collaborative Team to sites. PROGRAM LOGIC MODEL MICHIGAN STATE-WIDE MSP—TEACHER LEADERS FOR HIGH NEEDS SCHOOLS OUTPUTS - Instructional Resources - Toolkits - Needs assessments - Electronic connections / network

Reviewing Our Progress Checkpoint: Personal Professional Development Plan Creation of a plan to address: Short Term and Long Term Professional Goals Goals for Content Issues, Process Skills, and Technical Skills Professional Development Log Creation of Curriculum Vita

Reviewing Our Progress Checkpoint: School Level Goals STEPS to SUCCESS Guidelines: Articulated Curriculum Aligned Instructional Materials Consistent Instructional Practices Adequate Professional Development Effective Assessment System Supportive Policies and Procedures

Reviewing Our Progress Checkpoint: Team Action Plan Aligned to support: MMSTLC Grant Goals School Level Goals Teacher Leader Goals

Reviewing Our Progress Review your team action plan in light of the MMSTLC Logic Model. Does your action plan support the grant goals for all partners? What adjustments do you need to make for your action plan to ensure all partners benefit from this project? At the Summer Academy, your team identified potential needs in your school as they relate to the Steps for Success. How have you addressed, or plan to address these issues? In reviewing the professional development plan for your teacher leaders, reflect on the steps taken so far toward implementing this plan? How has the team supported the teacher leader? Are there additional actions that need to be taken?

Celebrating Our Progress Using insights from the reflection exercise above: Define six (6) successes that you and/or your team has had since the beginning of the program. Define six (6) goals that you and/or your team would like to accomplish between now and this summer. Write these successes and goals on the dodecahedron, illustrating as desired. Cut out and construct the dodecahedron.

Sharing Our Progress “Applause is a celebration, not only of the actors, but also of the audience. It constitutes a shared moment of delight.” - John Charles Polanyi

Evaluating Our Progress Think back to the beginning of this program in terms of the Leadership Components and thoughtfully complete the assessment.