Mathematics Learning Walks: Focused Observations, Collaborative Conversations, and Effective Feedback Leading to School Improvement Beth SchefelkerLee Ann Pruske Math Teaching SpecialistMath Teacher Leader Milwaukee Public SchoolsF.J. Gaenslen School National Council of Supervisors of Mathematics (NCSM) Annual Meeting St. Louis, MO April 2006

Current Status to Support High Quality Teaching What are you currently doing in your school district to support high quality teaching? What are some of the challenges you’ve encountered?

Session Goals To share one model of a mathematics focused Learning Walk To demonstrate the collaboration developed between colleagues when observing and working in classrooms.

F.J. Gaenslen School Milwaukee Public Schools 640 students K3-8th 35% Special Needs students 24 Regular Education Teachers 16 Special Education Teachers

Gaenslen’s Learning Team Administrator Math Teacher Leader Literacy Coach Representatives from the staff

Purpose of a Learning Team Nucleus of school planning for improving instruction and student achievement Drive school implementation of the district Comprehensive Mathematics Framework Build a school math learning community

Premise of Math Learning Walks MPS district-wide initiative used to get a “snapshot” of instruction and student learning within classrooms. Ensure mathematics instruction aligns with Milwaukee Public School Learning Targets and Wisconsin State Framework Descriptors.

Why Mathematics Focused Learning Walks? To ensure the consistent implementation of a standards-based curriculum across all grade levels. To promote the use of the MMP Comprehensive Mathematics Framework to focus planning and delivery of daily lessons. To support teachers’ understanding of instructional practices that monitor and build student understanding in mathematics.

MMP Comprehensive Mathematics Framework

The Development of the Gaenslen Learning Walk All Learning Team members were trained on the CMF. All members agreed on the “Snapshot Feedback” form. Data from the observations and feedback form were shared with the staff Learning Team reduced to a five person team. Staff members outside of the Learning Team were encouraged to participate in the walks. Format for the observations remained the same.

Featured Learning Walk Teams Learning Team Rebecca Kasulke, Assistant Principal Lee Ann Pruske, Math Teacher Leader Brenda Kertscher, Special Education Mike Weaver, 6th Rebecca Schwall, 1st Guest Teachers Shivon Ferrell, 7th Justine Buchanan, Special Education Emily Cording, 2nd Courtney League, 1st Kim O’Brien, 8th

Protocol for Gaenslen School’s Math Learning Walks  Pre-walk conversation detailing general content students will be working on.  Learning walk classroom visit  Scheduled with the teacher.  Classrooms are observed in teams of two.  Interaction with students is encouraged.  Post-walk debriefing to compare observations and complete the Snapshot Feedback form.

Now It’s Your Turn! Watch the following classroom clip as if you were on the Learning Walk. Jot down your thoughts as an observer.  What do you notice?  What questions would you ask the students? Teacher?  How would you consider sharing this experience with other teachers?

Lessons Learned… Spring 2006 The Learning Team valued pre/post Learning Walk discussions. Teachers valued the cross-grade level discussion and collaboration around mathematics content.

Outcomes of Learning Walks Collegial More collaboration within and across grade level bands. Increased interest in learning and discussing mathematical content. Development of a supportive professional learning community. Instructional Instruction is built from MPS Learning Targets. Elements of the CMF guide daily lessons. Consistency in the implementation of the standards-based curriculums across the K-8 grade bands.