Math Learning Partners: Our journey in math coaching Feb 2 – June 26, 2009 Project Leads: Christine Adam-Carr, Pat Kehoe MLP’s: Melissa Black, Cristina Bartlett, Linda LoFaro

Ontario Catholic School Graduate Expectations The graduate is expected to be: a reflective, creative and holistic thinker who solves problems and makes responsible decisions able to apply effective communication, decision-making, problem-solving, time and resource management skills

In search of job-embedded professional learning Funding offered in December 2008, to be dedicated to math coaching and related projects

The Ottawa Catholic Model: Go deep: 4 key sites (St. Paul HS, St. Pat’s Intermediate & HS, Lester B Pearson) 3 full time MLP’s (Feb-June) build on existing initiatives focus on grades 7-10 (with emphasis on 8 & 9) 4 days per week in schools

Existing Initiatives Professional learning for: gr 7&8 (problem solving, DI & variety of tools & strategies, PRIME) gr 9D/P&10P (TIPS4RM, DI & variety of tools & strategies, problem solving) Laptop project (15 on cart for every gr 9-12 sites; use of GSP, Fathom, CLIPS, gizmos)

School Improvement Plan Each school has its own targets, including: Pass rates in math courses EQAO gr 9 math Closing achievement gap between P and D Reporting on progress Goal #3: Mathematical Literacy

Math Learning Partner Training co-ordinated by Christine Adam-Carr and Patricia Kehoe involvement of existing coaches (Limestone DSB, Ottawa Catholic Elementary Learning Partners) guests from OCDSB, Renfrew DSB, CDSBEO other subject consultants (ESL, literacy/english) Feb 2 – 6, 2009

Topics and Tools for MLP Training instructional coaching (Jim Knight, Marilyn Burns, LNS) networking & roles observational tools co-plan, co-teach, co-assess cycle math strategies (GAINS, TIPS4RM, PRIME) questioning & Big Ideas (Dr. Marian Small, John A. VandeWalle)

Stages in Project: 1: training, building relationships, classroom visits and observations, meetings with teachers 2: demonstration lessons, begin coaching cycle (co-plan, co-teach, co-assess) 3 : focus on key classrooms (readiness, need, gr 8&9) 4: focus on key students (mid-term or term 2 reports) MLP prepared mid-term report 5: consolidation, prepare for exit

What do MLPs do? Relationship builders o visit classrooms and meet with students and teachers o form and support math PLC’s o co-plan/ co-teach/ co- assess Leading the Instructional Program o foster professional growth in use of math processes o model strategies o use data to direct efforts o focus on improving student achievement with teacher, within classroom

Final Messages Keeping the momentum: How should this project continue for next year? What key features should be retained? What features need to be modified?