1. Developed by the Southern Alberta Professional Development Consortium (SAPDC) as a result of a grant from Alberta Education to support implementation of the new Alberta K – 9 Mathematics Program of Studies 1

2. Logistics Page numbers in the upper right hand corner of the slides refer to pages in the Toolkit. Participants will require access to a copy of the Toolkit in order to take full advantage of this webinar. Contact your regional consortium www.arpdc.ab.ca for information on how to access the Toolkit. 2

3. Key Purposes support administrators in their role as instructional leaders; provide a vision of what the new Mathematics Program of Studies will look like when fully implemented; provide a framework for assessment of school progress in implementing and refining the mathematics program over time; and provide background information and professional development materials to facilitate effective mathematics implementation. 3 p. 1

4. support administrators in their role as instructional leaders 4

5. Role of the Principal From the Principal Quality Practice Guideline (2009) 3. Leading a Learning Community c) promotes and facilitates meaningful professional development for teachers and other staff 4. Providing Instructional Leadership a) demonstrates a sound understanding of current pedagogy and curriculum 5 p. 3

6. Role of the Principal What skills will a principal require in order to create and lead a community of learners? What support might a principal require in order to develop a sound understanding of the new Mathematics Program of Studies? 6 p. 3

7. provide a vision of what the new Mathematics Program of Studies will look like when fully implemented 7

8. Alberta K – 9 Mathematics a shift from content to process; an emphasis on the program foundations (front matter) to guide planning and instruction; a shift from teacher directed instruction to collaborative and constructivist (student directed) learning; a shift in assessment practice from the ‘one right answer’ to multiple plausible answers; and a shift from reliance on a single textbook to the inclusion of a variety of learning materials, including manipulatives. 8 p. 4

9. Alberta K – 9 Mathematics What impact will these new directions have on mathematics instruction and assessment? What support will teachers require in order to develop a sound understanding of the new Mathematics Program of Studies? 9 p. 4

10. A Guide to Support Implementation: Essential Conditions 10 “Successful implementation requires the coordinated, collaborative, and comprehensive efforts of education partners working together towards a shared vision of learning success for all students.” p. 5

11. Essential Conditions shared vision leadership research and evidence resources teacher professional growth time community engagement How is mathematics implementation impacted by these essential conditions? 11 p. 5

12. Opportunities for Conversations www.essentialconditions.ca templates and tools Guiding Questions Plans Evidence Who might provide input into the essential conditions for mathematics implementation? 12 p. 6

13. provide a framework for assessment of school progress in implementing and refining the mathematics program over time 13

14. Gauging Needs Reflective tools for administrator reflection; teacher reflection; individual conversations with teachers as they consider possible goals for inclusion in Teacher Professional Growth Plans; and small group conversations with and among teachers to gather a snapshot of program implementation at the school level. 14 p. 7

15. Reflective Tool A: Understanding Teacher Strengths & Needs Administrator Self-reflection Teacher profiles What they bring What they might need 15 Math Major - ExperiencedMath Major - Beginning Non Math Major - ExperiencedNon Math Major - Beginning p. 8

16. Reflective Tool B: Our Teaching/Learning Context Administrator Self-reflection Students, teachers, parents/community, administrators questions to ponder responses and possible implications 16 p. 9

17. Reflective Tool C: Teacher Self-reflection readiness to implement various elements 17 Red Light limited understanding; currently not using Yellow Light some understanding; beginning to use Green Light very comfortable; already implementing p. 11

18. Reflective Tool D: Mathematics Continuum The continuum is not a rubric for program or teacher evaluation, but rather a tool to guide reflection and planning. What is our current level of implementation within each category? What does implementation look like in our school/my classroom at the present time? What strengths do we individually and collectively have to share with colleagues? What professional learning would enhance implementation in our school/my classroom? 18 just beginning some experience well on their way p. 13

19. Reflective Tool D: Mathematics Continuum The continuum is not a rubric for program or teacher evaluation, but rather a tool to guide reflection and planning. What is our current level of implementation within each category? What does implementation look like in our school/my classroom at the present time? What strengths do we individually and collectively have to share with colleagues? What professional learning would enhance implementation in our school/my classroom? 19 just beginning some experience well on their way p. 13

20. Gauging Needs How might the various reflective tools support successful implementation? 20 pp. 7 – 14

21. provide background information and professional development materials to facilitate effective mathematics implementation 21

22. Supporting Teachers through Professional Learning opportunities for school-based professional conversations engage in reflective practice review research examine curriculum provide input determine priorities set common goals provide collaborative support identify further professional learning and resource needs 22 p. 15

23. Professional Learning Modules Module 1: Teaching and Learning Mathematics Module 2: Instructional Focus Module 3: Conceptual Understanding Module 4: Number Sense Module 5: Personal Strategies Module 6: Visualization Module 7: Reasoning Module 8: Problem Solving Module 9: Communication Module 10: Using Concrete Materials 23 p. 16

24. Professional Learning Modules Module 1: Teaching and Learning Mathematics Module 2: Instructional Focus Module 3: Conceptual Understanding Module 4: Number Sense Module 5: Personal Strategies Module 6: Visualization Module 7: Reasoning Module 8: Problem Solving Module 9: Communication Module 10: Using Concrete Materials 24 p. 16 Facilitator Participant

25. Professional Learning Modules: Facilitator Materials Facilitator Notes Details – purpose, participant outcomes, time required, materials Introduction Bridging Back to the Previous Module Focus Activity Link to Curriculum Article Study and Conversation Next Steps Facilitator Reflection Facilitator Commentary PowerPoint Slides Participant Materials 25 Module 4 Facilitator

26. Professional Learning Modules: Facilitator Materials Contents Listing Facilitator Notes Details – purpose, participant outcomes, time required, materials Introduction Bridging Back to the Previous Module Focus Activity Link to Curriculum Article Study and Conversation Next Steps Facilitator Reflection Facilitator Commentary PowerPoint Slides Participant Materials 26

27. Professional Learning Modules: Facilitator Materials Contents Listing Facilitator Notes Details – purpose, participant outcomes, time required, materials Introduction Bridging Back to the Previous Module Focus Activity Link to Curriculum Article Study and Conversation Next Steps Facilitator Reflection Facilitator Commentary PowerPoint Slides Participant Materials 27

28. Professional Learning Modules: Facilitator Materials Contents Listing Facilitator Notes Details – purpose, participant outcomes, time required, materials Introduction Bridging Back to the Previous Module Focus Activity Link to Curriculum Article Study and Conversation Next Steps Facilitator Reflection Facilitator Commentary PowerPoint Slides Participant Materials 28

29. Professional Learning Modules: Facilitator Materials Contents Listing Facilitator Notes Details – purpose, participant outcomes, time required, materials Introduction Bridging Back to the Previous Module Focus Activity Link to Curriculum Article Study and Conversation Next Steps Facilitator Reflection Facilitator Commentary PowerPoint Slides Participant Materials 29

30. Professional Learning Modules: Facilitator Materials Contents Listing Facilitator Notes Details – purpose, participant outcomes, time required, materials Introduction Bridging Back to the Previous Module Focus Activity Link to Curriculum Article Study and Conversation Next Steps Facilitator Reflection Facilitator Commentary PowerPoint Slides Participant Materials 30

31. Professional Learning Modules: Facilitator Materials Contents Listing Facilitator Notes Details – purpose, participant outcomes, time required, materials Introduction Bridging Back to the Previous Module Focus Activity Link to Curriculum Article Study and Conversation Next Steps Facilitator Reflection Facilitator Commentary PowerPoint Slides Participant Materials 31

32. Professional Learning Modules: Facilitator Materials Contents Listing Facilitator Notes Details – purpose, participant outcomes, time required, materials Introduction Bridging Back to the Previous Module Focus Activity Link to Curriculum Article Study and Conversation Next Steps Facilitator Reflection Facilitator Commentary PowerPoint Slides Participant Materials 32

33. Professional Learning Modules: Facilitator Materials Contents Listing Facilitator Notes Details – purpose, participant outcomes, time required, materials Introduction Bridging Back to the Previous Module Focus Activity Link to Curriculum Article Study and Conversation Next Steps Facilitator Reflection Facilitator Commentary PowerPoint Slides Participant Materials 33

34. Professional Learning Modules: Facilitator Materials Contents Listing Facilitator Notes Details – purpose, participant outcomes, time required, materials Introduction Bridging Back to the Previous Module Focus Activity Link to Curriculum Article Study and Conversation Next Steps Facilitator Reflection Facilitator Commentary PowerPoint Slides Participant Materials 34

35. Professional Learning Modules: Facilitator Materials Contents Listing Facilitator Notes Details – purpose, participant outcomes, time required, materials Introduction Bridging Back to the Previous Module Focus Activity Link to Curriculum Article Study and Conversation Next Steps Facilitator Reflection Facilitator Commentary PowerPoint Slides Participant Materials 35

36. Professional Learning Modules: Participant Materials Handout Materials Focus Activity Link to Program of Studies NCTM Article(s) Next Steps Participant Materials 36

37. Professional Learning Modules What benefits might result from using the professional learning modules at the school level? 37

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39. Key Purposes support administrators in their role as instructional leaders; provide a vision of what the new Mathematics Program of Studies will look like when fully implemented; provide a framework for assessment of school progress in implementing and refining the mathematics program over time; and provide background information and professional development materials to facilitate effective mathematics implementation. 39 p. 1

40. For Further Information www.arpdc.ab.ca 40