1. PROM/SE Summer Science Institute
© 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR

2. PROM/SE Summer Science Institute
Day 3: Leadership
“So, What’s Your Plan?
Performing the Role of the Associate”
Barbara Markle
Ben Perez
Chris Reimann
© 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR

3. PROM/SE Capacity Building
Deepen Content Knowledge
Develop Leadership
Use Data Evidence
© 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR

4. PROM/SE SCOPE Six Partners 1200 Associates 60 School Districts
350,000 Students
Working with State Departments of Education in Ohio and Michigan
Working with administrators at the district level

5. PROM/SE Associates A Brief Review Communicate with colleagues
Engage in data interpretation
Participate in capacity building experiences that address content knowledge, curriculum review and analysis of standards
Serve as leaders in their schools
© 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR

6. Creating a PROM/SE “Elevator Pitch”
An "Elevator Pitch" is a concise, carefully planned, and well-practiced description about your project that your mother should be able to understand in the time it would take to ride up an elevator. 
The premise is to pretend you’re in an elevator where you run into a potential supporter and only have the time between floors to grab their attention and make them want to know more. What would you say, and how would you say it?
© 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR

7. Creating a PROM/SE Elevator Pitch
Definition of PROM/SE
Purpose and goals
Scope
Capacity building elements
What’s in it for you and your district
© 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR

8. PROM/SE Elevator Pitch Exercise
In the Hallway: A one-sentence pitch
By the faculty mailboxes: a three-sentence pitch
During the New Business portion of a school board meeting: five sentences
© 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR

9. Why Is Data So Important?
The PROM/SE Process
Gather
Data
Analyze
Interpret
Design
Solutions
Implement
Changes
Identify
Challenges
Conjecture
Reasons
© 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR

10. Fun Quiz
© 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR

11. Fun Quiz Maximum Value 75th Percentile Interquartile Range
50th Percentile (Median)
25th Percentile
Minimum Value
© 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR

12. Sample Data Display
© 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR

13. Explaining the Data Exercise
Find a partner
One of you explains the display; the other listens and gives feedback
Spend two minutes explaining the data, two minutes giving feedback
Why is district context important?
© 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR

14. Explaining the Data Exercise
Questions to consider:
What can you say about the amount of time teachers are spending on earth science in this district?
What recommendations might you make to colleagues in the district?
© 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR

15. Sample Data Display
© 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR

16. “Deepening Content Knowledge” and Me
Thinking back on Day One, what are the implications of learning about inquiry for professional development in my building and my district?
What next step can I take to begin the process of deepening content knowledge?
© 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR

17. Resources What are the resources I can bring to my school?
What is my relationship to my PROM/SE site coordinator? My district leaders? MSU, my state and local science content experts?
PROM/SE web site :
© 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR

18. Associate Capacity Development
The partners will spend 1-day / 2 ½-days with Associates in the fall (September – December)
MSU / BSCS will then lead a full-day Fall Institute, held in the three central locations (October – December)
Partners will follow this with another partner-led 1-day / 2 ½-days with Associates (January – February)
Followed by another full-day Spring Institute led by MSU / BSCS (February – March)
Followed by another partner-led 1-day / 2 ½-days with Associates in the spring (March – May)
We have on the calendar that the associates will also lead a ½-day session with their peers in the spring (April – May)
Followed finally by a 5-day 2006 Summer Science Academy for associates and teachers in June, focused on developing science knowledge for teaching (June 12-15, 19-23, & June 26 – 30; specific sites and corresponding dates TBD).

19. Spreading the News
How and to whom do I communicate what I have learned?
© 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR

20. Spreading the News
What is my plan to talk to my fellow math associate? My principal? My building or department colleagues?
© 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR

21. Spreading the News What do I communicate (first)?
© 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR

22. Spreading the News How do I communicate the data?
© 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR

23. Keeping Current
How do I keep current with science issues through PROM/SE?
How do I keep PROM/SE up to date on issues, activities in my building and district?
Web site:
© 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR

24. Remember and Respect the Change Process:
Innovating the most is not the goal
Having the best ideas is not enough
Appreciate the Implementation Dip
Respect resistance
Create a culture of change
Understanding change as complex;
not a checklist
© 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR

25. Building Relationships:
Understand collaboration
in an alliance of external &
internal partners
Create positive relationships;
work to resolve negative
relationships
Appreciate diverse partners
© 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR

26. Creating & Sharing Knowledge: Generate & increase
knowledge both inside &
outside your school
Create a collaborative culture
that encourages knowledge
sharing
© 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR

27. Making Coherence: Work through ambiguity that is
present in the change process
Recognize that creativity results
at the edge of chaos
Create coherence through the
alignment of policies, assessment
& professional development
© 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR