 October 19 (K-2) and 21 (3-5)  February 4 (K-2) and 11 (3-5) › Professional Development Building 428 W. Blvd › 8:00-3:00

 October 19 or 21 ………………..6 hours  February 4 or 11 ……..…………..6 hours  Site-Based Collaborative P……. 15 hours  June 15 or 16; ½ day Wrap-Up: ….3 hours TOTAL HOURS OFFERED: _____30 hours

 October and February PD: A substitute will be paid for your absence  Site-Based Project Completion ……..$300  June 15 or 16 (1/2 day) ……………….$100 Professional Growth……priceless!!!

 Research shows that professional development that is site-based and job- embedded is very effective  Part of the purpose of this grant was to grow math leaders at the school level  Combines tasks you would normally do with reflective practices and collaboration

MSP Site-Based Collaborative Project Overview ProjectsMajor StepsProducts 1. Classroom Routine/Ten- Minute Math Video and reflection  Video 10 minutes  Reflect  Have a peer watch the video and respond  Meet with peer and discuss Video on USB Video Reflection Sheet Peer Video Response Sheet Peer Discussion Sheet 2. Student Interview  Conduct 3 student interviews and reflect  Meet with colleagues to discuss and create a plan for students Student interview reflection Team meeting notes 3. Facilitate a Unit Deep Dive  Plan a Unit Deep Dive  Host a session (1-2 hours)  Reflect on your session Unit Deep Dive Plan Teacher feedback cards Facilitator Reflection You will need to do all 3

Project #1 : Classroom Routine/ Ten-Minute Math Videotape Purpose: Reflect on Classroom Routines, look at student understanding Steps for CompletionProduct(s) 1.Videotape 1 Classroom Routine/Ten-Minute Math Session by Nov. 24 Video on USB 2. Complete the Video ReflectionVideo Reflection Sheet (Form A) 3. Have a colleague view your video and complete the Peer Video Response Sheet *Please do NOT share your reflection sheet with your colleague prior to watching the video. Peer Video Response Sheet (Form B) 4. Meet with your colleague and discuss the video. Complete the Peer Discussion Sheet Peer Discussion Sheet (Form C) 5. Videotape 1 Classroom Routine/Ten-Minute Math Session by March 30 Video on USB 6. Complete the Video ReflectionVideo Reflection 7. Comparative Video Reflection: Watch both videos again. Complete the Video Reflection sheet Comparative Video Reflection: (Form D) Who will see these videos? UNCC MSP staff Amy LeHew Every school will get a FLIP video camera to use Every participant will get a USB

Task 2 : Student Interview Purpose: Examine student understanding of number (K-2) and Fractions (3-5) and collaborate with others to create a plan for instruction. Steps for CompletionProduct(s) 1. Choose 3 students to interview. (High, medium, low) 2. Interview students using the grade specific interview : Kindergarten: Kathy Richardson Assessment 2: Changing Numbers 1 st Grade: Kathy Richardson Assessment 2: Changing Numbers 2 nd Grade: Kathy Richardson Assessment 8: Grouping Tens 3 rd, 4 th and 5 th Grades: Fraction Interview (Form G) Interview form – appropriate to grade level 3. Reflect on your student interviews.Interview reflection (Form E) 4. Share with a group of teachers what you saw. Discuss mathematical understandings, misconceptions, and determine next steps. Student Interview team meeting notes (Form F)

Task #3: Lead Professional Development about your Unit Purpose: Get an In-Depth look at a unit and support other teachers. Steps for CompletionProduct(s) 1. Choose one Investigation from an upcoming Unit and plan a minute professional development session. Be sure to reference the blue Professional Development section in the back of your Teacher Edition. You may also want to reference the TERC Unit Guides located on the Elementary Math Wiki. Unit Deep Dive Plan (Form H) 2. Facilitate the session. Attendance Record (Form I) Teacher feedback (Form J)- make one for each participant 3. Reflect on your session.Facilitator Reflection (Form K)