District Mathematics Leadership Meeting – October 19, 2015 Wireless: PSESD Guest Success for Each Child and Eliminate the Opportunity Gap

Learning Targets  We will strengthen our ability to:  Develop and sustain a community of learners that focuses on putting the shifts into practice that reflect the CCSS vision; both around making sense of the mathematics and demonstrating that understanding.  Deepen our understanding of resources and opportunities to support CCSS and the Smarter Balanced Assessment system.

Agenda  Welcome – Networking opportunity to share our practice  Introduction of the work and UW Partners  Leadership in light of the CCSS vision  Resources and opportunities  Closing and Next Steps

Networking – Sharing our Practice Thinking about CCSS implementation efforts, on-going supports for you &other educators, and your work:  Questions, Successes, & Barriers  Private Think Time to respond  Find someone not at your table. Take one minute each share your responses to the first question.  Repeat sharing with different category and new partner.

Networking – Sharing our Practice Thinking about CCSS implementation efforts, on-going supports for you &other educators, and your work:  Questions, Successes, & Barriers  Private Think Time to respond  Find someone not at your table. Take one minute each share your responses to the first question.  Repeat sharing with different category and new partner.

Networking – Sharing our Practice Thinking about CCSS implementation efforts, on-going supports for you &other educators, and your work:  Questions, Successes, & Barriers  Private Think Time to respond  Find someone not at your table. Take one minute each share your responses to the first question.  Repeat sharing with different category and new partner.

ORGANIZING FOR LEARNING: KNOWLEDGE AND PRACTICES THAT SUPPORT AMBITIOUS MATHEMATICS TEACHING An INSPIRE project Jessica Rigby Elham Kazemi Stephanie Forman

The Project 18 months, one school district (Federal Way), four elementary schools Focus on principals’ and coaches’ learning and practices in Math Labs

Math Lab Goals 1. Continually improve teacher capacity in both instructional practices and content knowledge 2. Provide opportunities for teachers to try, practice, and reflect on specific instructional activities 3. Provide in-the-moment coaching and dialogue about teaching in response to students’ thinking.

Math Lab Structure Full-day experiences for teams of same grade-level teachers, specialists, and school leaders Facilitator leads the team in learning about particular mathematics content Primed with particular content and student learning ideas, the team engages in a cycle of collaborative planning, enactment, and reflection around an instructional activity One or more classroom visits in which teachers try out the instructional activity they co-designed and have brief in-the-moment exchanges about where to steer the lesson in response to student performance

Data Collection Observations, interviews, document analysis: Math labs (field notes, video) Interviews with principals and coaches (multiple) Shadow principals and coaches in their daily work Collect all sorts of documents

Research Questions 1. What are the leadership practices that support innovation in instructional improvement? What are the leadership practices of school-based coaches and principals that support reorganizing workplaces for learning? How do coaches and principals establish norms and routines to make practice public for teacher learning? What do coaches and principals learn through their participation in Learning Labs—Mathematics? 2. Which organizational conditions support/hinder reorganizing workplaces for learning? 3. What organizational conditions and practices shape the way Learning Labs—Mathematics get implemented in schools?

Where we’re at Collected data in the spring: Observed two math labs Interviewed three principals + three coaches Shadowed two principals + two coaches Preliminary data analysis: Initial descriptive coding of all of the existing data completed Second analytical codes currently being developed and piloted New data collection: Started last week! One new school. More observations, interviews, shadowing. Connected study: role of the principal supervisor in supporting this process (and principal learning)

Initial Findings about Coaches Missed Opportunities to Press on Mathematical Content Students were asked to solve: Mario brought 0.3 of a bag of Skittles to school. Hannah brought 3/5 of a bag of Skittles to school. They combined their candy and then shared it equally with Nijawn. How much candy did each student get?

Missed Opportunities to Press on Mathematical Content The strategies used by teachers included: Converting fraction to decimal Converting decimal to fraction and then finding a common denominator and using the fraction addition algorithm Sharing was primarily procedural. This would be a place to press on why teachers were doing these things, or connect back to what these procedures mean in the context of the problem.

Different Models of Coach + Principal Relationship Two Models: Partnership: collaborate on Math Lab planning (choosing instructional activities, etc); discuss teachers’ instruction and supports Evaluator and Coach: principal is evaluator, purposefully does not talk with coach about teachers’ instruction. Principal does share with coach things he sees for her to work on with teachers. Which is more productive?

Questions we have This round of Math Labs has a very “quick- release” of responsibility for facilitation (from UW support to school-site instructional coach). Benefits and challenges of this model? “Instructional Coach” vs. Math Coach: most of the coaches in our study do not have a math background. Benefits and challenges of this model?

Things we’re looking for next: Developing and sustaining a risk-taking environment for instructional experimentation Developing and upholding norms, agenda, and logistics Providing, accessing and attending to mathematical and pedagogical expertise and resources Facilitating meaningful discussions Focusing attention on student thinking and reasoning Engaging all educators in the work - establishing that a lab lesson is all of our lesson Pressing on teachers to uptake practices into their classrooms Assessing teacher needs and setting a focus for the work

Questions you have? Jessica Rigby

Leadership in light of the vision of CCSS Create a group of 3 or 4. Choose a timekeeper. Review the selected reading: (PtA: Professionalism) Underline or highlight three ideas that resonated with you, and write down one question you have.

Protocol with reading 1) One person in the group shares one idea that resonated with them and their question. 2) Each person moves through responding to either the idea or their question (1 min each). 3) The original person reflects on their question and idea. (2 min) The next person in the group moves through the same protocol.

Using Instructional Practices to Strengthen Content Knowledge Comparing Quantities

Compare the two quantities and decide if:  Quantity A is greater than Quantity B (>)  Quantity A is less than Quantity B (<)  Quantity A is equal to Quantity B or (=)  There is not enough information to determine (?) Make a Conjecture:  I think Quantity A is _________ Quantity B because ____________ and __________ (2 reasons).

Comparing Quantities Quantity A The number of red marbles if there are 28 total red and blue marbles, and the ratio of red to blue is 3:4 Quantity B The number of purple marbles if the ratio of purple marbles to total marbles is 3 to 9 and there are 36 total marbles

Comparing Quantities Quantity A The number of red marbles if there are 28 total red and blue marbles, and the ratio of red to blue is 3:4 Quantity B The number of purple marbles if the ratio of purple marbles to total marbles is 3 to 9 and there are 36 total marbles Compare the two quantities and decide if:  Quantity A is greater than Quantity B (>)  Quantity A is less than Quantity B (<)  Quantity A is equal to Quantity B or (=)  There is not enough information to determine (?) Make a Conjecture: I think Quantity A is _________ Quantity B because ____________ and __________ (2 reasons). Private Think Time

Comparing Quantities Quantity A The number of red marbles if there are 28 total red and blue marbles and the ratio of red to blue is 3:4 Quantity B The number of purple marbles if the ratio of purple marbles to total marbles is 3 to 9 and there are 36 total marbles Compare the two quantities and decide if:  Quantity A is greater than Quantity B (>)  Quantity A is less than Quantity B (<)  Quantity A is equal to Quantity B or (=)  There is not enough information to determine (?) Make a Conjecture: I think Quantity A is _________ Quantity B because ____________ and __________ (2 reasons). Work with a partner. Each person takes a minute to share their thinking. Come to consensus with an argument that would convince a skeptic.

Reflection In what ways could using productive routines (such as comparing quantities) support student and adult learning? What routines or practices have you put in place to make student and adult thinking visible to support learning?

Reflection Consider your focus for the year and the structures you have in place to support adult (and your) learning. What impact do you hope for as a result of the learning opportunities? How will you know you are having your intended impact?

Resources & Opportunities High School Math PD  Seeking Your Input The handout has information and resources for:  Communication  High School Support  Early Mathematics  Intervention Support  Assessment

Wrap Up  Please fill out the evaluation.  2015 – 16 year meeting dates (9am – noon)  October 19, 2015  December 14, 2015  February 1, 2016  March 28, 2016  May 9, 2016  Join us for a brown bag networking lunch after the next meeting

 Greta Bornemann –   Greta Bornemann, Leslie Nielsen and Remy Poon