1. Summer Leadership 2015 Elementary Math
1 min
Elementary Preview and Planning Day

2. Math
Key Question #5:
How can leaders focus on supporting teachers to impact student success in math?
Turn to your fifth tab in your manual. Our fifth key question deals with what your teachers are learning in math during summer training and also reminds us of the key actions we’ve discussed over the past several years that can most greatly impact student success on TNReady.
READ the Key Question #5 on the slide.
(1 min)

3. Math (Grades 3-5)
On p. 141, you will find the “Top Teacher Training Take-Aways”. Let’s take a few moments to read through these before we view just a small portion of the content your teachers are experiencing. We will follow-up each overview section with a short reflection time on p. 165 of your manual. We will be using this notes later as we complete a planning document for each key area.
Refer participants to p. 69 in the manual.
SAY: These major take-aways may drive a leader’s “look fors” during classroom observations next year. They also comprise the most important content that your teachers are experiencing.
Have a different participant read each bulleted take-away.
4 min.
pp. 141, 165 in your manual

4. Math (Grades 3-5)
Look at the overarching theme of this set of trainings: “Task predicts performance.”
Refer participants to p. 69 in the manual.
Read the slide. Discuss any quick reactions to that thought.
2 min.

5. Learning Leaders Modules
Let’s take a look over the contents of the modules that your teachers are experiencing in math.
The overview of the math training modules found on pp Mark any topics that you think will be important during the redelivery phase for your teachers.
Time: 4 minutes
Give participants time to peruse the table of contents and then share out a few take-aways.
pp in your manual

6. Assessing the Current ‘Math Mindset’
All of us who are stakeholders have a role to play and important actions to take if we finally are to recognize our critical need for a world where the mathematics education of our students draws from research, is informed by common sense and good judgment, and is driven by a non-negotiable belief that we must develop mathematical understanding and self confidence in all students NCTM Principles to Action
Somehow it’s okay for people to chuckle about not being good at math. Yet if I said, ‘I never learned to read,’ they’d say I was an illiterate dolt Neil deGrasse Tyson
I don’t like to be negative about math because it really teaches you a lot of great things. You kind of use math every day.
Madison Davenport
2 min – Have participants read quotes. Give time for reactions from tables.
If you stop at general math, you’re only going to make general math money Snoop Dogg
p. 144 in your manual

7. What is the Overwhelming Public Perception of ‘Math’?
Emily Calandrelli MIT Graduate NASA Intern Xploration Outer Space Host/Producer Passionate about STEM
Emily’s TEDx Talk on the dangers of negative STEM stereotypes and how we can promote a positive attitude toward STEM literacy
Play Video: idontdomath.mp4
5 min – Introduce Emily as the speaker in the video, play idontdomath.mp4
NASA – Bill Stafford

8. Discussion Activity: What is my school’s ‘Math Mindset’?
Instructions: First, complete each question individually on p. 144.
Then, share at your table.
What are my personal math biases? Have I ever said ‘I’m not good at math’?
2. What ‘math mindset’ am I hearing in the halls and classrooms from students?
3. What ‘math mindset’ am I hearing from my math faculty? Non-math Faculty?
5 min – Introduce activity. Allow individual completion, table sharing, and then group discussion if there’s time.
p. 144 in your manual

9. NCTM Productive and Unproductive Beliefs
Students possess different innate levels of abilities in mathematics, and these cannot be changed by effective instruction.
Mathematics ability is a function of opportunity, experience, and effort. All students are capable of participating and achieving in rigorous mathematics.
ELL students are less able to learn mathematics and must be in a separate track.
ELL students can learn the language of mathematics at or beyond grade level at the same time they learn English with appropriate instruction
Students living in poverty lack the cognitive, emotional, and behavioral characteristics to participate and achieve in rigorous mathematics.
Effective teacher practices (e.g. using high level tasks, Accountable Talk) provide greater opportunities to higher-order thinking and raising achievement of all students.
Only high-achieving or gifted students can reason about, make sense of, and persevere in challenging mathematics.
All students are capable of making sense of and persevering in challenging mathematics given opportunities, support, and confidence.
2 min – Have participants read each NCTM Unproductive and Productive Belief. Gauge reactions from your participants.

10. PLC Resource
On p. 145 of your manual, you will find a “Math Mindset” PLC Guide that can walk your fellow administrators and faculty through current attitudes on mathematics education, common misconceptions, and fostering ideas on improving the ‘math mindset’ of a school.
1 min – Point out Math PLC that is available to redeliver the ‘Math Mindset’ module
p. 145 in your manual

11. Characteristics of Excellent Math Instruction
One of the activities that your teachers will be involved in will be to identify the characteristics of high-level math instruction. Let’s do this as leaders.
Turn to page p. 146 and independently complete the Frayer Model entitled, “Characteristics of high-level math instruction and student engagement”.
How should these characteristics impact what we look for in classroom instruction as leaders focused on helping our teachers improve?
Read the slide.
The participants need to first complete the Frayer model independently. Then give them time to share out as a group at their tables and then with the entire room.
(5 min)
p. 146 in your manual

12. NCTM Mathematics Teaching Practices
Turn to p. 147 in your manual. Read through the document entitled, “NCTM Mathematics Teaching Practices.”
Be sure to UNDERLINE those characteristics that are similar to your Frayer Model.
Circle those characteristics that you would like to add to your Frayer Model.
Instruct the group to refer to the NCTM Mathematics Teaching Practices. They are to read through the document, following the instructions at the top of the page.
The goal of this activity is to ultimately compare what the participants brainstormed and what the Teaching Practices document has defined.
(5 min)
p. 147 in your manual

13. NCTM Mathematics Teaching Practices
After reading the “NCTM Mathematics Teaching Practices”, work as a group to complete the center rectangle of your Frayer Model.
In the center write your group’s best summary of what excellent math instruction should encompass.
Prepare to share out whole group.
Explain the slide.
Instruct the group to complete the center rectangle of their chart paper, summarizing any new thoughts based upon the teaching practices. The groups need to be prepared to share out, noting similarities and differences.
The big take-away is for leaders to reflect upon what they believe are indicators of excellent math instruction, using the “Teaching Practices” document as a reflection tool.
(5 min)

14. Supporting Mathematics Teaching Practices
Throughout our journey in our leadership courses, we have talked about several key teacher actions that will support excellent instruction in our math classes, such as:
Accountable Talk
Assessing and Advancing Questions
Task Selection and Modification
Explain the the participants that their teachers will be learning about and reviewing some of the things we have talked about in the past. The topics are the bulleted list.
(1 min)

15. Supporting Mathematics Teaching Practices
Turn to p. 148 in your manual and read over the “Assessing and Advancing Student Understanding Rationale”. Underline key ideas as you read.
Turn and talk with a shoulder partner about some of the different ways you see evidence of these key ideas in your math classrooms.
Read the slide.
(2 min)
p. 148 in your manual

16. Assessing and Advancing Questions
Assessing Questions
Advancing Questions
Are based closely on the work students have produced.
Use what students have produced as a basis for making progress toward the target goal.
Clarify what students have done and what students understand about what they have done.
Move students beyond their current thinking by pressing students to extend what they know to a new situation.
Provide information to the teacher about what students understand.
Press students to think about something they are not currently thinking about.
Read the slide or have participants popcorn read..
(1 min)

17. NCTM Mathematics Teaching Practices
The NCTM Mathematics Teaching Practices come from a document entitled “Principles to Action – Executive Summary” which can be found in the appendix on p. 152.
There is a PLC Guide available online to accompany this section that will help schools focus examine the current teaching practices for mathematics classes.
Read the slide.
Give participants a few minutes to look over the “Principles to Action-Executive Summary”. Explain there is a PLC Guide to accompany this section.
(3 min)
p. 152 in your manual

18. Math Tasks
Back to our big idea: “Task predicts performance.” Let’s read this quote together:
There is no decision that teachers make that has a greater impact on students’ opportunities to learn and on their perceptions about what mathematics is than the selection or creation of the tasks with which the teacher engages students in studying mathematics. 
  Lappan & Briars, 1995
Read the quote together. (1 min)

19. Math Tasks
Let’s review what we’ve talked about many times. A mathematical task is a problem or set of problems that focuses students’ attention on a particular mathematical idea.
Lead discussion (or review) as to what is a math task…make sure all participants are clear on the definition. (1 min)
Mention Task Arcs
p. 160 in your manual

20. Math Task Arc
On p. 158 in your manual you will see an overview of Mathematics Task Arcs.
On p. 160 in your manual you will see a table of contents for a task arc for Grade 4. On pp you will see an overview for the same task arc.
Are task arcs being used in your school for mathematics instruction? What can you as a leader do to support the use of task arcs in your school?
2 min: Review the concept of a task arc and remind leaders to encourage the use of them in their schools. Remind leaders that the selection of tasks is an important part of high level instruction in the math classroom.
pp. 158, 160, in your manual

21. Structures and Routines of a Lesson
Remember this?
What power is there in encouraging your teachers to utilize this model?
Review lesson planning guide from previous leadership courses…relate to tasks in the classroom. (2 min)
p. 150 in your manual

22. Math Tasks
Teachers must be able to choose appropriate mathematical tasks, judge the advantages of particular representations of a mathematical concept, help students make connections among mathematical ideas, and grasp and respond to students’ mathematical arguments and solutions.
A lack of mathematical content knowledge can impede teachers’ abilities to notice and analyze students’ mathematical thinking, design actions that respond to students’ understanding, or engage in productive professional conversations. 
 Doerr, H. M., & English, L. D. (2006); Hunting, R. P., & Doig, B. A. (1997); Britt, M. S., Irwin, K. C., & Ritchie, G. (2001)
Read and re-emphasize (1 min)

23. Task Selection True or False? (Discuss your answer with a partner)
All tasks must be high-level.
Accountable talk is only used during a high-level task.
The main purpose of tasks is for assessment purposes only.
Read these. All the answers are false. Discuss the implications.
(1 min)

24. Computational Fluency
Let’s change gears a bit. Our teachers will spend time this summer talking more about computational fluency, which refers to having efficient and accurate methods for computing.
Fluency is not meant to come at the expense of conceptual understanding. Rather, it should result from a progression of learning and thoughtful practice. It is important for fluency to have students build conceptual understanding with skills.
Switch gears to computations fluency…read the definition (1 min)

25. Fluency Expectations p. 151 in your manual
Have participants read the fluency expectations for TN Ready and discuss progression from K-5. (4 min) Note the expectations for assessment in grades 3-6.
p. 151 in your manual

26. Reflection
As we close out our overview of the math content, let’s think about how we, as leaders, can best:
Support redelivery
Support our teachers’ ongoing implementation of strategies during the next school year
Turn to p. 165 in your manual and complete the take-aways and key actions portions of the planning form.
After completion, let’s take a few moments to share out from each table any key actions you know you will prioritize as a leader to support teachers.
Read this slide. 1 min.
p. 165 in your manual