1 Leadership for the Improvement in Mathematics Instruction Mary Kay Stein The Learning Policy Center Learning Research and Development Center University of Pittsburgh

2 Overview of Talk Designing professional development for school-wide instructional improvement Case Discussion

3 Assumptions Shared instructional program Instructional program that focuses on high-level thinking Principals committed to helping teachers learn to implement the program well District leaders committed to helping principals learn how to help teachers

4 Principles behind Standards Based Mathematics Instruction Goal is for students is conceptual understanding and learning to think, reason and problems Students learn by engaging in worthwhile mathematical tasks and through guided discussions Teacher’s role: select good tasks and prepare by anticipating student responses listen, try to understand, and guide students’ thinking facilitate class discussions about important mathematical ideas

5 Challenges of Implementing Standards-Based Mathematics Not scripted: Requires lots of planning (and improvisation) Requires broad and deep knowledge base to implement well Of how students learn mathematics Of the particular curriculum and its components Of tasks and their varying levels of cognitive demand Of how to assess students and use that information to plan Need to juggle multiple classroom formats

6 Variations in How Standards-Based Curricula are Implemented Alignment with Curriculum Quality of Instruction HighLow High Low Canonical Innovative Mechanical Flounderer

7 Implications for Professional Development Difficult for teachers to learn by reading or hearing about the program alone No simple step-by-step handbook Learning by “doing” Need real examples that they can observe Need ways of shoring up teachers’ knowledge base Need ways of meeting the needs of teachers who are at a range of stages Need principals who can differentiate 4 types of teaching

8 Principles of Professional Development (as documented in NYC’s District #2) Putting teachers (and principals) in the position of learners Embedding it in the work As children learn mathematics by doing mathematics, teachers learn to teach by teaching Learning from more expert others Not a simple “master” and “apprentice” transaction Near-peers may be as useful or more useful than “experts” Question: How to arrange optimal learning interactions

9 Learning to Identify Needs and Strengths in a Building Who needs assistance? What kind of assistance do they need? Who can provide assistance?

10 Knowing Your Teachers (to be able to tailor kind of assistance) FloundererMechanicalCanonicalInnovator

11 Kinds of Assistance: To, With, and By To: Learn about program by listening to others present it; observe other teachers as they plan, teach, and reflect on practice With: Plan, teach, and reflect on practice with more expert assistance By: Plan, teach and reflect on practice using self monitoring or with peers

12 Teaching ToTeaching WithTeaching By Intervisitations Workshops Professional Development Lab Distinguished Teachers In-class staff developer Grade-level and other school based meetings Visits from principal and colleagues Study Groups Overall Competence in Teaching Standards-Based Math Increases Teacher self-assistance

13 Matching Assistance to Teachers’ Needs Type of Teacher Type of Assistance They Need Can they be a Provider of Assistance? FloundererTo experiencesNo MechanicalWith experiencesNo CanonicalBy experiencesYes (Can provide To & With experiences) InnovatorExternal to district program Maybe

14 Case Discussion Read case of Katherine and Anne Identify similarities and differences

15 Similarities Differences

16 Similarities Differences Districts new to math reform “Rocky” the first year Literacy + Math reforms Principals more comfortable with literacy Approval for hiring teacher leaders Goal: to move entire buildings (not satisfied with one or two “stars”) Anne meets with principals and engages them as learners Anne asks principals to prepare for her visit Ways in which teacher leaders were selected The kind of teacher leader that was selected Anne stresses learning with and from principals Anne works with (rather than in opposition) to literacy strengths of principals Anne’s visit exposed more nuanced differences between teachers Anne encouraged principals and leaders to learn together

17 Implications for Leadership All teachers’ needs are not identical Can use your classrooms and schools as laboratories for teacher learning Requires that the leaders become astute observers of classrooms Principals teaming with specialists can be productive