Milwaukee Mathematics Partnership Hank Kepner Park City Mathematics Institute July, 2008 Sharing in Leadership for Student Success

Distributed Leadership Student Learning Continuum Teacher Learning Continuum Mathematics Framework

Mathematics Design Teams  Implement recommendations of the MET Report, to the extent possible within the ECE/MCEA program structure.  Develop mathematical knowledge needed for teaching.  Mathematics content tied to classroom practice.

Design Team Philosophy for Pre-service Courses  Mathematics faculty provide rigorous mathematics content.  Mathematics education faculty focus on mathematical knowledge for teaching.  Classroom teachers (Teacher-in- residence) make connections to classroom practice.

Design Team Courses and Membership Problem Solving  UWM Math Dept Dr. Richard O’Malley Dr. Kevin McLeod  TIR Sharonda Harris  Math Educator – Kelly Kaiser Dr. Hank Kepner Discrete Probability and Statistics  UWM Math Dept Dr. Richard Stockbridge Gary Luck  Math Educator Dr. Hank Kepner  MATC Math Dept Dave Ruszkiewicz  K-12 coordinator & Statistics Educator Pat Hopfensperger Geometry  UWM Math Dept Dr. Ric Ancel Dr. Kevin McLeod  Math Educator Dr. Hank Kepner  TIR Melissa Hedges Algebraic Structures  UWM Math Dept Dr. Craig Guilbault Dr. Kevin McLeod  Middle School Teacher Connie Laughlin  MPS classroom teacher Nancy Jo Grochowwski Mathematical Explorations for Elementary Teachers I and II  UWM Math Dept & Coordinator Explorations I and II Gary Luck, Bill Mandella  MATC Math Dept Dave Ruszkiewicz Dr. Tom Geil  Math Educator Dr. Hank Kepner  MPS classroom teacher Meghan Steinmeyer Secondary Capstone Course  UWM Math Dept Dr. Kevin McLeod  Math Educator Dr. Hank Kepner  TIR Dan Lotesto

Milwaukee Public Schools  93,000 students in 218 schools  Largest school district in Wisconsin  27th largest district in the nation  Nearly 6200 teachers  87% minority student population: 58% African American, 20% Hispanic, 13% White, 5% Asian, 1% Native American  75% receive free or reduced lunch  Student achievement is well below state averages; gaps persist for all subgroups (Source: MPS Report Card)

The Role of Mathematicians in the Preparation and Professional Development of Teachers: The UW-Milwaukee Perspective Kevin McLeod (Mathematics, UWM) Hank Kepner (Mathematics Education, UWM) 12th AMTE Annual Conference Tulsa, Oklahoma January 24-26, 2008

 Prospective teachers need mathematics courses that develop a deep understanding of the mathematics that they teach.  The mathematical education of teachers should be seen as a partnership between mathematics faculty and mathematics education faculty.  There needs to be more collaboration between mathematics faculty and school mathematics teachers. Mathematical Education of Teachers (MET) Report

Examples of UWM Mathematics Faculty Involvement Course design teams for pre-service, p.d.mathematics courses Monthly Math Teacher Leader professional development meetings Writing and validating district learning targets for grades K-12 Validating CABS for grades 2-8 Writing rubrics for selected CABS Participating in state standards, item-writing

Mathematics Fellows Offerings Classroom teachers gaining mathematics recognition MATH 275: Problem Solving and Critical Thinking MATH 276: Algebraic Structures MATH 277: Geometry MATH 278: Discrete Probability and Statistics MATH xxx: A calculus experience

Monthly Math Teacher Leader p d meetings  Over 120 Math Teacher Leaders one from most MPS schools  Full day of professional development every month  90-minute math content session, jointly planned by mathematicians, mathematics educators, and teachers-in-residence

Classroom Assessments Based on Standards (CABS) Teacher committees write sample CABS for each content strand and each grade level CABS are reviewed by mathematics faculty before distribution

Sample Wisconsin State Test Descriptors (Beginning of 4th Grade) Use notation to represent mathematical thinking: letter or box (variable); operation symbols (+,-,=) (Beginning of 7th grade) Represent problem situations with one or two-step equations or expressions.

What Should a Rubric Look Like for this CABS? This year, the third grades at Lincoln Elementary want to treat the whole school to popcorn. They have 55 popcorn kits. Each kit makes 9 servings of popcorn. Will they have enough servings to give popcorn to 436 students and 17 teachers?

Mathematics Faculty Involvement (Continued) College placement test preparation materials Online, self-grading, Early Mathematics Placement Test MPS Transition to College Mathematics Pilot Committee Summer bridge program Accelerated/intensive sections of remedial college math courses

Milwaukee Mathematics Partnership Website