Urban Mathematics Education Leadership Academy Session 1 February 4-6, 2009 Dallas, TX

Welcome Back Review of “Gots & Needs” Ground Rules Reminders Other announcements

Day 2 Goals Identify what is needed for effective teacher leadership Increase understanding of elements of effective professional development Gain understanding of PD strategies and their purposes Apply a framework for connecting PD to outcomes and student learning needs Reflect on application of new learning to your own work Network with others and explore resources

Case Discussion Who’s the Expert Around Here? –Can someone summarize what happened in this case? –What is the central problem in this case? –Are there other dilemmas? What are they? –What do you believe are the issues that contribute to the central problem?

Perspective Taking What is your character’s view of the math specialist role? Identify 3-4 phrases your character might use to describe the math specialist role. What concerns does your character have about how the role is being carried out? Select one quote from your character that illustrates his/her perspective on the math specialist role.

Perspective Taking What is Paula’s view of the math specialist role? Identify 3-4 phrases Paula might use to describe the math specialist role. What concerns does Paula have about how the role is being carried out? Select one quote that illustrates Paula’s perspective on the math specialist role.

What is an Expert? What are the different kinds of knowledge a teacher leader must possess? What expertise do the following situations require: –Doing a demonstration lesson –Organizing a building-wide math Olympics –Supporting teachers to prepare students for state tests –Leading professional development for colleagues –Advocating for math education reform among teachers, administrators, and parents?

Applying the Case What situations in your own school or district call upon teacher leader expertise? What kind of expertise? How are you supporting the development of this expertise in your own settings? What else is needed?

Reflection and District Brainstorming How will we take what we are learning back to our own districts? What people should we share info with? How can we support improvement initiatives that are planned or underway? What challenges in our district could this leadership group help to address and how?

Inputs to Professional Development Design Knowledge and Beliefs –Research-based knowledge and guiding beliefs that influence the design of professional development Context –Specific factors, information, and influences that characterize the site where the professional development will be implemented Critical Issues –Issues that are essential to the effective and successful implementation and sustainability of every professional development program Professional Development Strategies –Learning experiences, each with specific characteristics, that constitute a professional development program

Four Inputs for Designing Professional Development Knowledge and Beliefs Context Critical Issues Strategies

Knowledge and Beliefs  Learners and Learning  Teachers and Teaching  The Nature of the Disciplines  Change Process  Effective Professional Development

Context  Students  Teachers  Practices  Resources  Parents and Community  Organizational Culture  Organizational Structures  History of Professional Development

Critical Issues  Ensuring Equity  Building Professional Culture  Developing Leadership  Scaling Up  Building Capacity  Public Support  Supporting Standards  Evaluating Professional Development  Finding Time

Analyze Student Learning and Other Data Set Goals Plan Do Evaluate Commit to Vision and Standards Basic Components of Professional Development Design

Your PD Design Using the materials you have and anything else in the room, create a model for professional development design. On Post-its, write notes about what you need to pay attention to in your setting (see “input” slides): –Knowledge and Beliefs (e.g., following the state standards is important in my district) –Context (e.g., we have a lot of new teachers in my district) –Critical Issues (e.g., we haven’t begun to work on professional culture yet)

Gallery Walk Share with the larger group your model and why you put it together the way you did.

Analyze Student Learning and Other Data Set Goals Plan Do Evaluate Professional Development Design Framework Knowledge And Beliefs Context Critical Issues Strategies Commit to Vision and Standards

Context  Students  Teachers  Practices  Resources  Parents and Community  Organizational Culture  Organizational Structures  History of Professional Development What are some factors in your context that would influence your Professional Development Program?

Start Your Engines MINIVAN JEEP CHEROKEE CORVETTE MODEL - T SATURN PRIUS Some PD Programs remind me of a …. because …. VW BEETLE

Vehicles Debrief... Need to know the purpose and intended outcomes before you can select your design. PD programs usually require multiple strategies. Student learning is the ultimate outcome; plan for it.

Strategies  Aligning and Implementing Curriculum Alignment and Materials Selection Curriculum Implementation Replacement Units  Collaborative Structures Partnerships with Scientists and Mathematicians Professional Networks Study Groups  Examining Teaching and Learning Action Research Case Discussions Examining Student Work/Thinking and Scoring Assessments Lesson Study  Immersion Experiences Inquiry in Science and Problem Solving in Mathematics World of Scientists and Mathematicians  Practicing Teaching Coaching Demonstration Lessons Mentoring  Vehicles and Mechanisms Developing Professional Developers Technology for Professional Development Workshops, Institutes, Courses, Seminars

Strategy Card Game What do we know about this strategy? What is its purpose? See description in PD Book for more info? When would we use this strategy? For what purpose?

Teacher Learning Outcomes Increase content knowledge Increase pedagogical content knowledge Develop professional learning community Develop leadership

PD Strategy Purposes Develop awareness Build knowledge Translate new knowledge into practice Practice teaching Reflect on teaching and learning

Thinking About Your PD Program What outcomes are you expecting? What strategies would you like to explore? For what purposes? With what outcomes?

Reflection Tab 1, Day 2-3 Learning Goals 2nd and 4th reflections