1. Moving to Common Practice with the Common Core Essential Role of District Teacher Leadership Teams Association of Mathematics Teacher Educators (AMTE) Annual Meeting, Irvine, California February 8, 2014

2. DeAnn Huinker Professor, Mathematics Education Director, Center for Math & Science Education Research University of Wisconsin- Milwaukee Melissa Hedges K-8 Mathematics Teaching Specialist Mequon-Thiensville School District, Wisconsin Paige Richards K-6 Mathematics Specialist School District of South Milwaukee, Wisconsin

3. What is your professional role? ☐ Classroom Teacher ☐ Math Coach or Specialist ☐ Curriculum Coordinator or District Administrator ☐ Professional Development Provider ☐ University Faculty ☐ Other

4. Turn and Talk: Which statement best reflects a school or district with whom you work? ☐ An active Math Leadership Team is guiding the transition to the Common Core in mathematics. ☐ A designated Math Leadership Team exists but they are not sure where to start or what to do to impact or support changes in classroom practice for the CCSSM. ☐ A math team exists but they mainly look at test data or do curriculum mapping. ☐ No math team, teachers are mainly recipients, not leaders in district math work or professional development.

5. Overview

6. Session Goals In today’s session we will: Examine the critical role of district teacher leadership teams in growing distributed leadership practice in two school districts. Discuss the professional learning program in developing knowledge and skills of team members. Consider leverage points and strategies in moving a district to common practice with the Common Core.

7. Distributed Leadership Perspective Leadership practice as stretched and shared across individuals with respect and collaboration. as focused on the interactions among individuals. “Consequently, to understand the knowledge needed for leadership practice, one has to move beyond an analysis of individual knowledge and consider what these leaders know and do together.” (Spillane & Sherer, 2004)

8. University-district partnership project. Case of Mequon-Thiensville school district. Case of South Milwaukee school district. Critical features and impacts of Mathematics Leadership Teams Agenda

9. Partnership Project

10. Wisconsin ESEA Improving Teacher Quality Program Funding: U.S. Dept of Education, ESEA Title II, Part A Administered by the UW-System for Institutions of Higher Education in Wisconsin in Partnership with High-Need School Districts Common Core Leadership in Mathematics Project

11. Common Core State Standards. Improve teacher mathematical knowledge for teaching and teaching practice. Scale: Within and across schools in a district. Need for the Project How to design a professional development program that addresses the challenge of “scale” within a school district?

12. School Grade Level Classroom District Math Leadership Team Classroom Teachers as Emerging Leaders District Math Specialists Theory of Action

14. Fulfilling a Promise These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states [districts] to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that these standards are not just promises to our children, but promises we intend to keep. --CCSSM (2010, p. 4)

15. Common Core Leadership in Mathematics Project

16. Project Design Year 1 Topics: CCSSM domains OA, NF, RP; Coaching (80 contact hours) Year 3 Smarter Balanced & Formative Assessment and Coaching Skills (50 contact hours) Year 2 New leaders: Repeat of Year 1 (80 hours) Continuing leaders: Geometry, Facilitation, & Coaching (30 hours)

17. Stage 1: Know & Model Leadership of Self Stage 2: Collaborate & Implement Leadership of Others Stage 3: Advocate & Systematize Leadership in the Extended Community Stages of Leadership Action NCSM (2008). Principles and Indicators for Mathematics Education Leaders (PRIME).

18. Project Benefits Across Districts Networking Teacher Leadership Mathematics Content & Practices

19. Benefit 1 Digging In: In-depth development of teacher content knowledge of the standards—both Mathematics Content and Mathematical Practices. Looking Across: Knowledge of the progression of mathematics standards “across grades.” Mathematics Content & Practices

20. Benefit 2 Sustained-Collaborative: Gradual building of knowledge of the Common Core and capacity in leadership and coaching skills. Teachers Supporting Teachers: Gradual growth from leadership of self to leadership of others— commitment and credibility embedded daily into informal conversations and in more formal PD. Teacher Leadership

21. Benefit 3 Across Districts: Shared needs lead to creating and sharing resources across districts—tools, people, and experiences. With University Faculty: Access to the expertise of university mathematics content and mathematics education faculty. Networking

22. Cross-district Collaboration The collaboration with other school districts has helped us develop a deeper awareness of the challenges and successes that we all share. By bringing together teachers from several districts—urban and suburban—we are able to let go of our local issues. Our conversations stay focused on math and leadership.

23. Pervasive Themes

24. Focus Unifying themes, fewer topics, and guidance on “ways of knowing” the mathematics. Coherence Viewing mathematics learning progressions across grades. Rigor of Understanding Deep, genuine understanding of mathematics and ability to use that knowledge in real-world situations. Establishing Common Language

25. Wisconsin adopts CCSSM

26. Focus Question

27. What are the critical features and impacts of “Math Leadership Teams” in the work of mathematics improvement within a school district ?

28. Case of Mequon-Thiensville School District

29. How are we moving toward common instructional practice within a school and across the district ?

30. In the midst of the perfect storm! Professional Development K-4 Curriculum Supplement Supplemental Materials Response to Intervention PLC & Vertical Teams CC Teacher Leader Team Understanding the CCSSM Focus, Coherence & Rigor OA, NF, RP MP1, MP2, MP3, MP5

31. MP1.Make sense of problems and persevere in solving them. MP2.Reason abstractly and quantitatively. MP3.Construct viable arguments and critique the reasoning of others. MP5.Use appropriate tools strategically. MP6. Attend to precision. K-2:Operations and Algebraic Thinking (OA) 3-5:Number and Operations: Fractions (NF) 6-8:Ratio and Proportional Relationships (RP) NMAP (2008), Major Domains of SBAC & PARCC (2012), IES RtI Recommendations Standards for Mathematical Practice Standards for Mathematics Content K-8 Focus: Deepen Mathematical Knowledge

32. MTSD Teacher Leadership Team Classroom teachers who made a commitment to delving deeper into the Common Core and to providing leadership at various levels. 13 CCLM project participants 10 teachers with other training Grades K-8 30-200 hours of face-to-face study (so far...)

33. What is role of Teacher Leaders? Support transition of teaching mathematics to match CCSSM expectations for students. Inform the work of district. How? Be a leader of self. Support colleagues to better understand the mathematics. Support district initiatives on the ground level. Develop teacher-friendly resources. Ensure math has a voice.

34. Systematic & Strategic Steps: Instructional Resource Clare has 15 red bears and 9 blues bears. How many more red bears than blue bears does Clare have? An equal number of girls and boys attended the magic show. When 26 girls and 121 boys left there were 6 times as many girls as boys. How many boys attended the magic show at first? Tape Diagram Booklet Concrete  Representational  Abstract

35. K-4 Lesson by Lesson Transition to Core Expectations Supports K-8 Math Practices and Content Focus Features increased use of: concrete and visual models problem solving opportunities critical thinking through questioning supplemental activities Systematic & Strategic Steps: Alignment District Curriculum Guide Addendum

36. CCLM Leaders became intervention teachers. Lead grade-level PLC discussions about student data, intervention, and links back to the classroom. Use coaching skills in learner-focused conversations learner focused with colleagues. Response to Intervention

37. W hy is this working? Began with the mathematics  Grounded in the progression of mathematical skills and knowledge within our focus domains (OA, NF, RP). Focused  gradual  realistic  manageable

38. Use Symbols Give a context: tell a story Explain orally and/or in writing Make a picture Use concrete materials: manipulatives Ways to Build Mathematical Understanding

39. What has helped us as a “district” grow toward common practice? Having a focus  OA, NF, RP, MP 1, MP 2, MP 3, MP 5 Someone to lead the charge and keep the focus. Resources that came at the right time. Team Developed Documents & Resources. Time to study together and develop meaningful materials for our grade levels.

40. How do our administrators help us? Show an interest in our work. Watch us teach to understand the shifts in instruction. Understand that this work takes time to “develop teeth.” Publicly, administratively, and financially support shifts in instruction.

41. Reflect, then Turn and Talk As you consider the case of the Mequon-Thiensville School District, identify at least one critical feature of the math leadership team and at least one impact that seems to be occurring because the team exists.

42. Case of School District of South Milwaukee

43. Original Design of Math Leadership Team: Created in response to low math achievement. Identified by Director of Instruction Representatives from each school in district 1 teacher from each elementary school. 1 HS representative 2 MS teachers plus the K-12 Math Coordinator From Math Committee to Math Leadership Team

44. Needs Assessment Identifying gaps Solutions Program adoption Outside consultants Results Growth for some Still many gaps Wide range So… Address Gaps in curriculum K-12 Grade level benchmarks District assessments Data Results More of the same Inconsistent impact Math Committee: First Ten Years

45. The Beginnings of Change: 2008-2010 Vehicles of Change: Adoption of Reform Elementary Math Program Hired Elementary Math Specialist Professional Development of the MLT Professional Development - all elementary teachers Comprehensive Mathematics Framework

47. Slowly changing... Strong Teacher Leadership K-6 Math Specialist, Paige Richards 5-12 Math Specialist, Joe Giera New Focus for MLT: High quality mathematics program for all students Provide quality & timely professional development around mathematics Professional Learning Networks

48. A New Era: Wisconsin adopts CCSSM

49. Vehicle for Change: CCSSM Standards for Mathematical Practice Content Standards Focus, Coherence, Rigor

50. THE GAME CHANGER: CCLM From Math Committee to Math Leadership Team

51. Math Leadership Team June 2012, journey with CCLM begins. Transformative change for our team. 10 MLT members 7 CCLM project participants 3 teachers with other training Grades K-12

52. Focusing the Math Leadership Team  Studying the Common Core  Coaching and Leadership  Assessment  Instructional Practice  Changed Beliefs: high expectations for learning, fluency, effective classroom instruction

53. What has fostered our growth from Math Committee to Math Leadership Team? CCLM District Math Leaders to lead and keep the focus Having a focus  Fully understood strong. universal curriculum, instruction and assessment. Develop shared vision. Build teacher leadership capacity.

54. How do our administrators help us? Teacher led decision-making through honest collaboration with administrators. Freedom & flexibility to work within and beyond the confines of the district. Understand that change takes time. Trust in us as instructional leaders.

55. Administrator Reflection 1 “Teachers who participated in CCLM have reached new levels of understanding about mathematical concepts and how to teach those concepts to students. These teachers are confident in their instructional delivery and in helping colleagues and parents understand the Common Core State Standards. I am amazed by their renewed passion and energy. Their professional growth has enabled them to become instructional leaders in their schools and throughout the district.” Dr. Rita Olson, Superintendent

56. Administrator Reflection 2 “A leader in mathematics is not just someone who knows a lot about math. A leader in mathematics is one who can skillfully capitalize on every learning opportunity for students and staff alike. The teachers in South Milwaukee who have participated in CCLM professional development, have successfully woven together mathematical content and practice.” Ann Ecker, Director of Instruction

57. Reflect, then Turn and Talk As you consider the case of the South Milwaukee School District, identify at least one critical feature of this math leadership team and at least one impact that seems to be occurring because the team exists.

58. Critical Features and Impacts of Math Leadership Teams

59. Common Core Leadership in Mathematics Project

60. What seem to be some of the critical features and impacts of “District Math Leadership Teams” in the work of mathematics improvement within these two case school districts ?

61. Critical Features Across schools. Across grades. Viewed as emerging leaders. Engage in PD to build their capacity as leaders. Meet periodically. Learn with and work with a District Math Specialist. Impacts Common mathematics vision and messaging. More voices or advocates for mathematics. More teacher-to-teacher interactions in schools on effective instruction. Strengthens District Math Specialist as an advocate for teachers. District Math Leadership Teams

62. What more would you like to know about or comment on in regards to our collaborative work? Questions or Comments

63. Walk Away The hard work in school districts in meeting the promise of the Common Core requires knowledgeable, dedicated individuals, but it can not rest on the shoulders of individuals. Rather it requires the collective work of leadership practice “truly” distributed across teachers as leaders and decision makers in order to move school districts to common practice with the Common Core.

64. Thank you! DeAnn Huinker:huinker@uwm.edu Melissa Hedges: mhedges@mtsd.k12.wi.us Paige Richards: prichards@sdsm.k12.wi.us www.cclm.uwm.edu