1. A Coaching Model in the Transformation of Math Teachers to Math Teacher Leaders Presented at NCSM, San Diego, CA April 19, 2010 by Mathematics Teaching Specialists, Milwaukee Public School Bernard Rahming rahminbv@milwaukee.k12.wi.usrahminbv@milwaukee.k12.wi.us Cynthia Cuellar Rodriguez cuellacs@milwaukee.k12.wi.uscuellacs@milwaukee.k12.wi.us www.mmp.uwm.edu The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation.

2. Session Overview Participants will:  Learn about a coaching model used to transform math teachers to Math Teacher Leaders.  Discuss the various ingredients/ components of the coaching model.

3. Who we are Milwaukee Public School (MPS) is the largest school district in the State of Wisconsin. 198 schools servicing more than 87,000 students African American 57% Hispanic 22% White 12% Asian 5% Nat. Am. & Other 4% 79% Free and Reduced Lunch (FRL) 6000 Teachers

4. Milwaukee Public School District Core Beliefs  Children come first.  The classroom is the most important place in the district.  Leadership and accountability are keys to our success.  Central Services supports student achievement.  Families are valuable partners.  Community partnerships add value.

5. What is the Milwaukee Mathematics Partnership?  A community-wide collaborative PK-16 effort among school, university, union, government, business, and community organizations that seeks to substantially improve mathematics achievement for the 87,000 K- 12 Milwaukee Public Schools students.  The MMP involves mathematics faculty and mathematics educators in collaboration with PK-12 educators in strengthening district curricula, student assessment measures, and re-designing pre-service and in-service teacher preparation focused on the needs of an urban district.

6. Distributed Leadership Student Learning Continuum Teacher Learning Continuum Mathematics Framework

7. Comprehensive Mathematics Framework Implement and utilize the Comprehensive Mathematics Framework to lead a collective vision of deep learning and quality teaching of challenging mathematics across the Milwaukee Partnership.

8. Distributed Leadership Institute a distributed mathematics leadership model that engages all partners and is centered on school-based professional learning communities.

9. Teacher Continuum: Build and sustain the capacity of teachers, from initial preparation through induction and professional growth, to understand mathematics deeply and use that knowledge to improve student learning. Student Continuum: Ensure all students, PK-16, have access to, are prepared and supported for, and succeed in challenging mathematics. Additional MMP Goals

10. MMP Learning Team Continuum Aligned with Formative Assessment Principles (1) Prior to teaching, teachers study and can articulate the math concepts students will be learning. (2) Teachers use student-friendly language to inform students about the math objective they are expected to learn during the lesson. (3) Students can describe what mathematical ideas they are learning in the lesson. (4) Teachers can articulate how the math lesson is aligned to district learning targets, state standards, and classroom assessments (CABS), and fits within the progression of student learning. (5) Teachers use Classroom assessments that yield accurate information about student learning of math concepts and skills and use of math processes. (6) Teachers use assessment information to focus and guide teaching and motivate student learning. (7) Feedback given to a student is descriptive, frequent, and timely. It provides insight on a current strength and focuses on one facet of learning for revision linked directly to the intended math objective. (8) Students actively and regularly use descriptive feedback to improve the quality of their work. (9) Students study the criteria by which their work will be evaluated by analyzing samples of strong and weak work. (10) Students keep track of their own learning over time (e.g., journals, portfolios) and communicate with others about what they understand and what areas need improvement. Stage 1 Learning Targets Stage 2 Align State Framework and Math Program Stage 3 Common CABS Stage 4 Student Work on CABS Stage 5 Descriptive Feedback on CABS Understand importance of identifying and articulating big ideas in mathematics to bring consistency to a school’s math program. Develop meaning for the math embedded in the targets and alignment to state standards and descriptors and to the school’s math program. Provide a measure of consistency of student learning based on standards/descriptors and targets. Examine student work to monitor achievement and progress toward the targets and descriptors. Use student work to inform instructional decisions, and to provide students with appropriate descriptive feedback.

11. Turn and Talk How would you use the Comprehensive Mathematics Framework and the Learning Team Continuum as a roadmap to develop Math Teacher Leaders?

12. Role of Math Teacher Leader (MTL) Although some of you would prefer to call these positions “math coaches, ” I challenge us to emphasize that the primary focus of the MTL is “teaching” and “leadership.” As a result, the term Mathematics Teacher Leader, or MTL captures the objectives more directly than a math coach. The MTLs will be involved in teaching (approximately 20% of their schedule) and will be expected to facilitate ongoing conversations about improving the learning, teaching, and assessment of mathematics with their colleagues. March 2008, H. Kranendonk, Mathematics Curriculum Specialist

13. Classroom teacher. Respected among colleagues. Uses standards- based approaches. Shows initiative. Able to access resources. Ability to facilitate adult learning and conversations. Characteristics of a Math Teacher Leader

14. Learning Team Other Key Teachers Principal Literacy Coach Math Teacher Leader School-based Learning Teams are the infrastructure that allow for distributed leadership for mathematics. Math Teacher Leaders are “key” for focusing their Learning Teams and schools on mathematics.

15. Mathematics Teaching Specialist (MTS) Provides support to Math Teacher Leader Provides support to School with Math Teacher Leader Facilitates / co-facilitates Professional Development Conducts classroom visits Models best practices

16. Evolution of Distributed Leadership  MTL is active within the school  Teachers begin extensive collaboration  MTL & Teacher collaboration extends outside school (MTS may become heavily involved in the school)  MTL is used primarily as a resource  Teachers assume math leadership

17. Monthly training session strands: Mathematics Content Leadership Assessment Math Teacher Leader Training

18.  mathematics content  Rational Numbers and Proportionality  leadership skills  M. Fullan’s Leading in a Culture of Change  coaching skills  formative assessment principles  R. Stiggins  Shirley Clarke’s Unlocking Formative Assessment  instructional strategies  Networking  cohorts  and much more … Focused on learning ….

19. Stages of Leadership Action Stage 1: Know & Model Leadership of Self Stage 3: Advocate & Systematize Leadership in the Extended Community Stage 2: Collaborate & Implement Leadership of Others

20. Coaching Think On your own, think about what are the components of coaching… Pair Turn to a partner and share your thoughts. Share Share with the whole group some of your thoughts and discussions.

21. Coaching A process of developing knowledge, upgrading practice and self confidence, and cultivating success. Maintain a nonjudgmental stance Inquire about “What’s” and “Why’s” Focus on successes towards colleague’s goal Focus on colleague’s concerns. (Be prepared to focus on whatever the colleague raises as an area of concern.) Reflect on goals.

22. Leadership Turn and Talk  What is Leadership?  Is it something one is born with?  How would one develop leadership skills?

23. Leadership Five basic components of effective leadership:  Moral purpose  Understanding the change process  Knowledge creation and knowledge sharing  Building relationships  Coherence making M. Fullan, Leading in a Culture of Change, 2001

24. Distributed Leadership Progression  MTL is active within the school  Teachers begin extensive collaboration Teachers increase communication  MTL & Teacher collaboration extends outside school MTS is included, as well as, other MTLs and mathematicians and mathematics educators  MTL is used primarily as a resource MTL becomes focal point for math  Teachers assume math leadership Teachers defer to MTL for math leadership

26. Personal Reflections An idea that squares with my beliefs... A question or concern going around in my head... A point I would like to make...

27. Next steps…  From the information shared, where are you as you develop leaders in your school/district?  What will you take back to your school/district to implement?

28. References Costa, A., Garmstorn, R. (2002). Cognitive Coaching: A foundation for Renaissance Schools. 2nd Edition Norwood, MA: Christopher- Gordon Publishers. ISBN: 0-926842-37-4 Fullan,Michael (2001). Leading in a Culture of Change. San Francisco, CA: Jossey-Bass. Grant, Scott Nelson, et.al. (2003) Lenses on Learning. Dale Seymour Publications. Lipton, L., Wellman, B. (2003) Mentoring Matters : A Practical Guideto Learning-Focused Relationships. Sherman, CT : Mira Via. National Council of Supervisors of Mathematics (2008). The PRIME Leadership Framework. Denver, Solution Tree, Bloomington, IN. National Research Council (2001). Adding it up: Helping children learn mathematics. J. Kilpatrick, J. Swafford, and B. Findell (Eds.). Mathematics Learning Study Committee, Center for Education, Division West, L.& Staub, F. (2003) Content-Focused Coaching: Transforming Mathematics Lessons. Heinemann.

29. The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation www.mmp.uwm.edu