Creative Use of Pencils

Kentucky Center for Mathematics Linda Jensen Sheffield, Executive Director Kirsty Fleming, Project Director Gary Palmer, Director of Coaching Programs Alice Gabbard, Director of Intervention Programs Jonathan Thomas, Assistant Director of Intervention Programs Bill Nostheide, Technology Director

The Kentucky Center for Mathematics will make available professional development for teachers in reliable, research-based diagnostic assessment and intervention strategies, coaching and mentoring models, and other programs in mathematics. House Bill 93 signed March 2005

･ Create a shared vision of high-quality mathematics instruction. ･ Enhance Pre-K through 16 teachers’ mathematics knowledge and ability to differentiate instruction. ･ Enhance the awareness and knowledge of Pre-K-12 teachers, adult educators, and postsecondary faculty regarding effective mathematics resources and provide them the support necessary to use the resources effectively. Committee for Mathematics Achievement Goals and Objectives

Collaborations Kentucky Department of Education Council on Postsecondary Education Educational Professional Standards Board STEM Task Force Public and Private Postsecondary Institutions Appalachian Mathematics and Science Partnership (AMSP) Appalachian Rural Systemic Initiative (ARSI) Adult Education/GED Collaborative Center for Literacy Development (CCLD) Edvantia Council of Chief State School Officers Gear-Up Kentucky Regional Educational Co-operatives Regional Special Education Co-operatives Math/Science Leadership Support Network

The Futures Channel Go to the website: Scroll to the bottom of the opening page and click “site map” Scroll down and find/click “Kentucky Schools” Kentucky page should come up – Enter your name and school

Diagnostics and Intervention Mathematics Coaching Two Main Programs

Regional Support

Santa = Tooth Fairy pounds Maybe = Yes/No + No/Yes Parallel Parking = Bumper Cars – Amusement Park Crazy = Talking to Oneself – (Cell Phone + Ear Piece) Nagging = Reminding + Reminding + Reminding New Math, Equations for Living by Craig Damrauer New Math Equations for Living

KCM Diagnostic Intervention Program A state-wide commitment to assessing a child’s current status and adjusting mathematics instruction accordingly.

Mathematics Intervention Teachers (MITs)

Diagnosis and Intervention  Approximately 1,900 primary students are being served by 46 Mathematics Intervention Teachers (MITs) during the 2006/2007 school year.  Alice Gabbard (KCM Director of Diagnostic Intervention Programs) and the Regional Coordinators are providing on-line and in- person support to the MITs.

Diagnosis and Intervention  Forty one new MITs were selected in January The KCM will make available, in , advanced training for existing MITs and introductory training for new MITs.  Show Video

Middle Grades Pilot Programs The Middle Grades Mathematics Pilot Program is designed to measure the effectiveness of distinct mathematics programs to improve teacher knowledge of content and pedagogy while increasing student achievement.

Middle Grades Pilot Programs Three programs are currently being studied:  America’s Choice  Carnegie Cognitive Tutor  I Can Learn Jonathan Thomas (KCM Assistant Director of Diagnostic Intervention Programs) is coordinating the research on these programs.

Research and Data Collection Primary and Middle Grades Intervention Programs SubjectsData Collected Teachers Content knowledge Pedagogical content knowledge Attitudes and beliefs Focus groups, surveys and anecdotal data Administrators Surveys and anecdotal data Students Content knowledge Attitudes and beliefs

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Watermelon Cubes A Picture Can Generate 1,000 Problems

KCM Coaching Program A State-wide Commitment to Improving Mathematics Professional Development

Tony Wagner’s Theory of Change “Teachers, working alone, with little or no feedback on their instruction, will not be able to improve significantly, no matter how much professional development they receive.” “Teachers, working alone, with little or no feedback on their instruction, will not be able to improve significantly, no matter how much professional development they receive.”

Essential Features of Teacher Professional Development 1.It must be grounded in inquiry, reflection, and experimentation. 2.It must be collaborative. 3.It must be sustained and ongoing. 4.It must be connected to teachers’ work. 5.It must engage teachers in concrete tasks. Darling-Hammond & McLaughlin, 1995

Essential Features of Teacher Professional Development Instructional Coaching addresses all of these critical professional development features.

What is a Coach? Mathematics Coach - (defn) a school-based professional developer who collaborates with educators to identify and assist with the implementation of proven teaching methods.

What is Coaching? “Coaching is not telling people what to do; it’s giving them a chance to discuss and examine what they are doing in the light of their intentions.” Flaherty, 1999

What is Coaching?

Installation Guaranteed

The Impact of Coaching (Joyce and Showers, 1998)

KY Coaching Cohort 67 Mathematics Coaches  17 High School, 13 Middle School, 37 Elementary School  58 Female, 9 Male 28 Districts Working with approximately 800 teachers

Mathematics Coaches

Coach Locations

Benefits of Coaching Coaching gives schools the ability to share, every day, the skills of a highly qualified peer. The coach serves as a catalyst for building collaborative and reflective teachers. Training becomes personalized.

Benefits of Coaching continued Coaching builds on a decade of research that suggests school-based, job-embedded training is the best way to sharpen teacher skills. (Making Our Own Road, Richard, 2003) Flexibility allows coaching strategies to be aligned with a school’s instructional goals and Kentucky’s core content.

The Big Four A Coach’s Focus: Classroom Management Content Knowledge Instructional Strategies Assessment Strategies Jim Knight, Instructional Coaching, 2007

High Cognitive Demand NCTM Professional Standards for Teaching Mathematics, 1991 “Opportunities for student learning are not created simply by putting students into groups, by placing manipulatives in front of them, or by handing them a calculator.” NCTM Professional Standards for Teaching Mathematics, 1991

Factors Associated with Decline of High Cognitive Demands 1. Students press the teacher 2. Teacher shifts the emphasis to correctness 3. Not enough time to wrestle with the problem 4. Classroom management 5. Task not relevant to students 6. Students are not held accountable

A Coach’s Charge Foster Teamwork

Teacher Attitudes Teachers are more educated than ever before. The ratio of teachers that resign within the first five years: 1 out of 2 (National Education Assoc.)

Teacher Efficacy and Coaching Cognitive Coaching positively impacts teacher’s beliefs and attitudes. Those who went through training were not only more satisfied with their careers, they had more enthusiasm and joy for teaching. (Edwards and Newton, 1993)

Teachers high in efficacy tend to: experiment more with teaching methods (i.e. differentiation, questioning strategies, etc.) plan more persist longer with students that struggle spend more time talking with colleagues about teaching

Cohort Comments Coaches  “We are working more as a community. We are developing common assessments and teachers are following a curriculum map.”  “I’m facilitating a math focus group at the high school. It encourages teachers to meet regularly and share ideas for worthwhile tasks and assessment strategies.”

Program Specifics Training Support Funding Application

Support for the Coaches Summer Training  Math Solutions – 5 days Math content, pedagogy, instructional strategies  Cognitive Coaching – 2 days Coaching skills  Administrator Joins Coach – 1 day Planning, Implementation, Maintenance Follow-up Training  Three 2-day training sessions are planned during the school year where teachers will further learn and refine their coaching skills

Support for the Coaches Regional Coordinators  Part time field support for the coaches – each is located at a state university Affinity Groups  Weekly conferences via the internet where coaches can network The Kentucky Center for Mathematics  Established in March 2006 at Northern Kentucky University to support mathematics initiatives in Kentucky

Funding The KCM pays for: Training  Math Solutions & Cognitive Coaching Travel, Meals, Lodging Stipend and Substitute pay Coaching Materials & Online Conferencing equipment The School pays for: The coach’s salary

Funding a Coach Possible Options: Use Title I & II funds Creative Scheduling with Current Staff Hire a retired teacher part time Two schools share a coach  More than two schools is detrimental District level coach  Must not have evaluative responsibilities

Cohort Applications are Due April 13, 2007 Visit the coaching page on the KCM Website for more details: Contact Gary Palmer with questions: