1. TEXAS REGIONAL COLLABORATIVES FOR EXCELLENCE IN SCIENCE AND MATHEMATICS TEACHING MATHEMATICS PROJECT DIRECTORS MEETING February 12, 2008 Debbie Junk-TRC

2. Professional Development Academies 2008-2009 Program Year

3. Assessing Mathematical Knowledge for Teaching April 24-25, 2008 Hilton Garden Inn Austin Downtown

4. Fostering Algebraic Thinking 6-10 May 19-22, 2008 Hilton Garden Inn Austin Downtown

5. MTC: Geometry June 24-26, 2008 Hilton Garden Inn Austin Downtown

6. Children’s Thinking in Measurement June 2-4, 2008 Location to be Determined, Austin

7. Researched-Based Professional Development Veni: provide professional development that is based on research Vidi: provide professional development structures that have a strong potential to have impact. Vici: assess professional development using valid measures. http://www.nifl.gov/partnershipforreading/publi cations/html/science/stanovich.htmlhttp://www.nifl.gov/partnershipforreading/publi cations/html/science/stanovich.html

8. To meet the NCLB definition of "scientifically based," research must: * employ systematic, empirical methods that draw on observation or experiment; * involve rigorous data analyses that are adequate to test the stated hypotheses and justify the general conclusions; * rely on measurements or observational methods that provide valid data across evaluators and observers, and across multiple measurements and observations; and * be accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparatively rigorous, objective, and scientific review.

9. Learning Mathematics for Teaching (LMT) Project Learning Mathematics for Teaching http://sitemaker.umich.edu/lmt/home Other Assessments: http://sitemaker.umich.edu/lmt/links

10. What is 386-197?

12. Mathematics Knowledge for Teaching Understanding mathematics in the context of teaching Student thinking Strategies Tasks Bridging informal, intuitive thinking to formal mathematics Recognize the mathematics children naturally bring

13. MKT Assessment Items

14. What else do we know? Teacher experience Leadership Professional development experiences Classroom practice Decision making Noticing Posing questions Leading discussion Student achievement

15. The Dilemma

16. Current Assessment Instruments

17. Mentorship What does it mean to be a Mathematics Teacher Mentor (MTM)? What kinds of leadership roles are there? What kinds of supports can we provide for teachers to “scaffold” their development into leadership roles?