1. Pre-Service to Leader Panel
GSDMC
Pre-Service to Leader Panel
Panelists: Andrea Holmes, Stephen Phan,
Dallas Fialkowski, Ted Esquivel
Facilitator: Sean Nank, PhD

2. Principal on Special Assignment
Administrator
Andrea Holmes
SMUSD
Principal on Special Assignment

3. Veteran Teacher
Stephen Phan
TOSA: PD/BTSA
3rd Grade Teacher

4. B.A./M.A. Mathematics Education
Second Year Teacher:
Dallas Fialkowski
Southwest High School
B.A./M.A. Mathematics Education

5. Elementary/Middle School Experience SMUSD
Preservice Teacher:
Ted Esquivel
CSUSM Graduate
Elementary/Middle School Experience SMUSD

6. Professor & Math Teacher
Facilitator
Sean Nank
CSUSM/ACE/OUSD
Professor & Math Teacher

7. Panel Format: Each panelist will have five to ten minutes to present.
After each presentation will be a five minute follow-up Q&A.
After the presentations, we will have a 30 minute Q&A session.

8. Andrea Holmes

9. Andrea Holmes
*Principal on Special Assignment - Professional Development of Mathematics
*Consultant - Math Solutions
*Consultant - Just Think Literacy

12. Experts weigh in on Professional development..
From the Center for Public Education:
—“In order to truly change practices, professional development should occur over time and preferably be ongoing... When teachers are coached through the awkward phase of implementation, 95 percent can transfer the skill (Bush, 1984; Truesdale, 2003). Therefore, if districts want real changes in teaching practice, they have to provide ample and ongoing support during implementation. Studies show that effective professional development programs require anywhere from 50 to 80 hours of instruction, practice, and coaching before teachers arrive at mastery.”

13. Purpose of Professional Development:
Increase Competence, Confidence, and a Positive Disposition (teachers and students)
By building:
Content Knowledge, Pedagogical Knowledge, Knowledge of Best Instruction Practices, and the Application of All Three

15. Look for Opportunities!
District, Site, Outside
Face to Face Workshops/Courses (single day, multi-day, week, etc)
On-line (social media, courses)
Conferences
Book Clubs
Collaboration Times (grade levels, staff)
Modeling, Co-teaching, Coaching
Leadership roles (build capacity)
The sky is the limit!

16. Dallas Fialkowski

17. Ted Esquivel

18. Elementary/Middle School Experience SMSUD
Ted Esquivel
CSUSM Graduate
Elementary/Middle School Experience SMSUD

19. Q: Do I as a newly credentialed teacher feel fully prepared to teach math effectively?

20. University Training vs. Real-world Experience
THE GOOD:
Mindset
Teacher as facilitator/ co-collaborator
Math as discovery, exploration, problem solving
Students applying prior knowledge to new math concepts
Standards
Point of reference
Developing Lessons
Interactive, hands-on to increase student engagement

21. University Training vs. Real-world Experience
THE NOT SO GOOD:
University Coursework
Compressed in 8 weeks (multiple subj. cred.)
Student teaching experiences dependent upon quality of master teacher and culture of school
What is lacking
Opportunities: balance between input of info. (coursework) and putting strategies into practice
Student teaching is only a snapshot
PD opportunities to supplement coursework

22. Stephen Phan Algebra - WA Kindergarten - SMUSD
Site Substitute Teacher - EUSD
2nd Grade - HTVCS, SDUSD
TOSA - Curriculum and Instruction - HTVCS
3rd Grade - Feaster Charter, CVESD

25. Now is your chance to ask questions!
If you have a question for one of our panelists, please address them at the beginning of the question
If you have a question for the panel, just address the panel as a whole.