1. A Professional Development Model for Improving Secondary Mathematics
Principal’s Retreat
August 7, 2002
Harold Boger

2. “Keeping New Teachers in Mind”
Divide into 5 groups:
Wanted: School Based Professional Development, p. 2
Veteran Oriented Professional Cultures, p. 3
Novice-Oriented Professional Cultures, p.4
Integrated Professional Cultures p.4
The Importance of Organized Support, p. 5-6

3. How do we ensure that teachers are involved in meaningful, continual professional development which is focused on student achievement in their classroom?

6. Instructional Cycle
Teachers agree on work samples, pacing guides and standards
Teachers bring work samples to grade/level department meetings
The focus of the discourse is improved student achievement
Professional development is based on identified student, teacher and school needs
Logs of meetings are kept

7. Intervention Options No Child Left Behind Supplemental Services
Tutoring (Peer, Teacher, Parent, Community Organizations)
Extended Day
Saturday School
Intersession, Summer School

8. Math Goals
For all teachers to have the same educational expectations and instructional resources (materials, knowledge) for all students
For all students (and parents) to continually be aware of what exactly is expected of them
To change the culture of accepting failure as an option for students and replacing it with a culture of continual progress toward a goal based on the effort level put forward.

9. Expected Outcomes Improvement in standardized math test scores
Decrease in the number of students failing Algebra 1 and other math courses
Increase in the number and quality of instructional strategies that teachers use

10. Scheduling Time Buy-back days Banked Tuesdays Department Meetings
Common Planning Time
Pupil Free Days
Faculty Meetings

11. Grades
What is the role of the grade of ‘D’ in an standards based instructional classroom?