Distributed Leadership for Mathematics Bringing Together District, School, & University Leadership to Support Highly Qualified Teachers University of Wisconsin-Milwaukee DeAnn Huinker, Professor Sharonda Harris, Teacher-In-Residence National Council of Supervisors of Mathematics (NCSM) Annual Meeting Anaheim, California, April 2005 Milwaukee Public Schools Pandora Bedford, Math Teaching Specialist Beth Schefelker, Math Teaching Specialist Based upon work supported by the National Science Foundation Grant No. EHR

Session Goals Become familiar with the components of a Distributed Leadership Model for mathematics in a large urban district. Examine impacts on and supports for teacher quality in mathematics from a “case study” school.

Thinking about your school, who provides leadership for: Monitoring students’ learning on state tests and district/school assessments? Setting school “math” priorities? Ensuring consistency in math teaching and curriculum across grades? Supporting teachers’ math learning?

Distributed Leadership Practice is stretched over people not just one person. recognizes multiple leaders in both formal positions and informal roles. takes shape in interaction of people—both leaders and followers. is situated—defined by a situation, including material artifacts & organizational structures. is content specific, e.g., differs for mathematics as compared to reading. (Spillane, Halverson, & Diamond, 2001, 2004; Spillane & Sherer, 2004)

Milwaukee Public Schools 105,000 students 6700 Teachers 184+ Schools 61% African American, 15% Hispanic, 17% White, 4% Asian, 3% Other 77% Free/Reduced Lunch

Need for Distributed Leadership Lack at the school level for: Leadership and vision for mathematics. Teacher and administrator math content knowledge. Knowledge of the NCTM Principles and Standards and State Standards. Pedagogy for teaching with standards- based curriculum materials.

Learning Team Other Key Teachers Principal Literacy Coach *Math* Teacher Leader School-based Learning Teams are the infrastructure that allow for distributed leadership for mathematics.

School-based Learning Teams Nucleus of school planning for improving instruction and student achievement. Drive school implementation of district vision—Comprehensive Math Framework. Ensure embedded math professional development & support for all teachers. Build a school math learning community.

What is the work of Learning Teams? Learning Teams meet regularly to: Analyze student achievement data. Discuss areas of need in mathematics. Plan professional development for teachers and staff in the school.

Learning Team Other Key Teachers Principal Literacy Coach *Math* Teacher Leader Math Teacher Leaders are “key” for focusing their Learning Teams and schools on mathematics.

Characteristics of a Math Teacher Leader Classroom teacher. Respected among colleagues. Uses inquiry-based approaches. Shows initiative. Able to access resources. Ability to facilitate adult learning.

What is the work of Math Teacher Leaders? Keep math on the agenda. Link to district and partnership resources. Facilitate professional development at grade level & staff meetings. Model classroom instruction. Serve as resources to administrators, teachers, and parents. Network with other Math Teacher Leaders and provide interschool support.

Math Teacher Leader Training Monthly training session strands: Math content knowledge. Coaching and leadership skills. District alignment—math framework, learning targets, state standards and tests, common classroom assessments.

Learning Team Other Key Teachers Principal Literacy Coach *Math* Teacher Leader District Mathematics Leadership University Mathematics & Math Education Faculty

District Support 1 District Math Curriculum Specialist 6 Math Teaching Specialists Support “cohort” of 25+ schools. District-wide Learning Team trainings. Joint trainings to build collaboration of Literacy Coach & Math Teacher Leader. District-wide math workshops for teachers, principals, and parents.

University Support University Professors Mathematics Education Faculty Mathematics Faculty 4 Teachers-in-Residence Develop math content training for MTLs. University courses offered in district. Plan and coordinate a 12-credit math fellowship program for MPS teachers.

Case Study School Grades PK—8 625 students 40 Teachers & Staff Percent Proficient/Above Grade 4 Wisconsin Assessments

A Look at a School Plan to Support Teacher Quality What are examples of the “vision” this school has for implementing mathematics in 2004? What kind of growth are you seeing as you analyze the Action Plan for 2005? What expectations does this Learning Team has for its staff? students? parents?

 Formative Feedback  Examine Student Work  Design Assessments  Unpack Targets  Learning Targets Learning Team Continuum of Work High Quality Teachers

Milwaukee Mathematics Partnership Building the capacity of schools for continuous improvement toward student success with challenging mathematics. This material is based upon work supported by the National Science Foundation Grant No. EHR