14.1 WELCOME TO COMMON CORE HIGH SCHOOL MATHEMATICS LEADERSHIP SCHOOL YEAR SESSION MAY 2015 THE SIGNIFICANCE OF STATISTICS: A BROAD VIEW OF THIS YEAR’S WORK

14.2 TODAY’S AGENDA  End-of-school-year data collection with Meghan Steinmeyer  Principles to Actions Essential Elements: Professionalism  Statistics and Probability Progressions Document Jigsaw  Break  Graduate Project Presentations  Closing remarks & For The Summer

14.3 LEARNING INTENTIONS AND SUCCESS CRITERIA We are learning to…  Identify productive beliefs and practices related to professionalism in teaching  Describe the trajectory of statistics and probability concepts in Grades 6-12  Describe and share an episode of teaching

14.4 LEARNING INTENTIONS AND SUCCESS CRITERIA We will be successful when we can:  List priorities for next year related to promoting professionalism in our schools and districts  Connect the important ideas in the Statistics and Probability progressions document to one another and to grades 6-8  Share and critique our graduate projects related to teaching and learning

14.5 ADMINISTRIVIA  Grades will be available by the close of May  Gearing up for Summer:  June 15-19; June 29-July 2  Tentative Location: Brookhill Institute for Mathematics  Content focus: A Transformational Approach to Geometry  Pedagogical focus: Teacher Leadership (start thinking about a young colleague to mentor)

14.6 ACTIVITY 1 MEGHAN STEINMEYER PROJECT ASSESSMENT

14.7 ACTIVITY 2 PRINCIPLES TO ACTIONS ESSENTIAL ELEMENT OF PROFESSIONALISM

14.8 ACTIVITY 2 ESSENTIAL ELEMENT OF PROFESSIONALISM On your index cards, write the following:  three important ideas that you took away from the reading on professionalism  three steps that you want to take next year to support a stronger sense of professionalism (personally, in your school, in your district) After writing your ideas on your index card, discuss in your small groups.

14.9 ACTIVITY 2 ESSENTIAL ELEMENT OF PROFESSIONALISM  Next year will focus on the L in CCHSML - Leadership  Collaborating on instruction  Coaching support  Activism and community-based leadership “Teacher collaboration does not automatically lead to professional learning or instructional improvement. Too often collaboration is characterized by little more than the sharing of materials or the swapping of stories (Stein, Russell, & Smith 2011)… Professional learning communities must focus on issues related to pedagogy and student achievement and explore how teachers can work together towards common goals.” NCTM 2014, p. 104

14.10 ACTIVITY 3 JIGSAW CONSIDERING THE GRADES 9-12 PROGRESSIONS DOCUMENT

14.11 ACTIVITY 3 STATISTICS AND PROBABILITY PROGRESSION DOCUMENT We begin in groups that all read the same section of the progressions document. In your group:  Discuss what you consider to be the big ideas in your group’s section of the progressions document  Write 2-4 key ideas on the slips of paper (each group member should have a set)

14.12 ACTIVITY 3 STATISTICS AND PROBABILITY PROGRESSION DOCUMENT Now, move to heterogeneous groups and discuss the document as a whole.  Discuss the ideas written on your slips of paper and how they connect to one another  Using tape and yarn, create a visual display of how the ideas connect to one another to share

Break

14.14 ACTIVITY 4 GRADUATE PROJECTS GALLERY WALK

14.15 PREPARING FOR THE SUMMER  Super important Please complete the rest of our evaluation measures:  Survey from Campbell & Associates  LOCUS statistics assessment & open-ended items by May 22 please  Save the dates! June, 29 June-2 July  If you have colleagues that you would like to bring, let us know ASAP please!!! We do have room to accommodate but have to do paperwork as well.  Begin thinking about a young colleague to mentor for the school year (this could include a student teacher)