Welcome to Day 3 Please be seated in groups of 4.  Like grade bands  Mixed schools  New faces Introduce yourself to your table members.

Leadership in Mathematics

3 Aspects of Leadership Robust personal vision and knowledge Design and facilitate professional learning Communicate and build support Foster new leadership Focus Here

Faster Isn’t Smarter 4 Messages About Math, Teaching, and Learning in the 21 st Century Seeley, 2009

Vision: Engaged in What? Individually, take a few minutes to read Message 33, pages 177–179. Turn and talk: What issues or challenges does this message raise for you? 5

6 Aspects of Leadership Robust personal vision and knowledge Design and facilitate professional learning Communicate and build support Foster new leadership Focus Here

What Can We Do? Think: How can professional development support teachers in improving their teaching toward greater student engagement connected to learning important mathematics? Talk: Discuss your thoughts with table group. Share: Key ideas. 7

What Can We Do? Cathy Seeley asks: Engaged in what? Engaged how? How can we engage teachers in working with the important content we want them to learn? Share at tables. 8

Learning to Lead Mathematics Professional Development Cathy Carroll and Judy Mumme Issues and Challenges in Mathematics Professional Development Seminar One: Halving and Doubling

10 Module Focus Identify and develop strategies to address some common issues and challenges in mathematics professional development. Consider application to classroom practice.

11 We are looking at this We are here

Assumptions about Mathematics Professional Development Inquiry, analysis, and reflection build greater understanding and the ability to improve practice. It involves a dynamic relationship among teaching, learning, and content. 12

13 Working with Videocases

14 Focus for this Seminar Provides an opportunity to consider how purpose influences decision-making Think about: What insights might I gain from this snapshot of practice? How does this experience help me think about my role as a mathematics leader? What are the implications for classroom practice?

15 The Task Share your approaches with your table group. Discuss: For what purpose(s) might this task be used with a group of teachers? When you multiply two numbers, you can cut one of the numbers in half and double the other number, and the product will be the same. Individually, use a variety of approaches to verify this conjecture.

16 Considering the Task How did you think about the task?  Numerically?  Algebraically?  Visually? For what purpose(s) might this task be used with a group of teachers?

17 Context Final session of an eight-part series focused on algebra and algebraic thinking 20 elementary teachers Teachers worked on ways to prove the conjecture Carrie goes up to share her approach Becca is the professional development leader WE DROP IN HERE

18 Becca and the teachers offer us a gift of allowing us to carefully examine a real instance of practice. We are examining their practice, not critiquing them. Caveat

19 Viewing the Case The video clip is divided into two parts. We will watch portions with the following foci:  We will watch the first two clips to try to consider teacher’s methods.  Then we will watch the entire clip to consider the role of the professional development leader.

20 Frame for Viewing What do you notice? What mathematical ideas are at play here? Suggestion: Use transcript to think about issues after viewing the video.

What mathematical ideas are at play?

22 Quick Write What did you notice or focus on in this clip? Why do you think you focused on this aspect?

23 Assumption: Improving your skills in noticing can help improve your facilitation. “Noticing” What you notice gives you clues about what you value and what is important to you. Being aware of what you notice allows you to be more intentional in your role as a professional development leader.

24 Pairs Small Group Discussion What methods were being shared?  Carrie’s  Cheryl’s How were they similar? Different? What did David seem to be saying? (line 109) Cite your evidence! Using line numbers in the transcript can help.

25 Whole Group Discussion What mathematical ideas were at play?

26 Frame for Viewing How are teachers thinking about this task? Suggestion: Use transcript to think about issues after viewing the video.

How are teachers thinking about this task?

28 Pairs Small Group Discussion How were teachers thinking about this task? Cite your evidence! Using line numbers in the transcript can help.

29 Whole Group Discussion What mathematical ideas were being considered? How were teachers thinking about this task?

30 Frame for Viewing What is the professional development leader doing? Suggestion: Use transcript to think about issues after viewing the video.

What is the professional development leader doing?

32 Whole group Stand Up—Pair Up What was the professional development leader doing? What might have been her purpose(s) for having teachers engage in this mathematics activity? Cite your evidence! Using line numbers in the transcript can help.

33 Whole Group Discussion What did you notice about Becca’s moves? What possible purpose(s) might Becca have had for this activity? How might her moves have been connected to her purpose(s)? Link

34 Considering Purpose Here are two possible mathematical purposes Becca might have had for doing this activity with elementary teachers: 1. To help them consider different ways of proving a mathematical conjecture 2. To help them see connections between algebra and arithmetic  Given each purpose, what are some choices Becca has to close this session?  What might be some benefits and drawbacks to each choice?

35 Reflecting on the Experience Quick Write: How has this case experience helped you think about your own decisions related to session purpose(s) in professional development? What issues around design and facilitation of mathematics lessons in the classroom does this case have you thinking about?

Transparent Facilitation 36