1. The “Studio” as Productive Context for Rehearsing and Refining High-Leverage Practices Teachers Development Group 2009 Leadership Seminar on Mathematics Professional Development Jill Board, Linda Foreman, and Bill Rhoades February 14, 2009 Mathematics Studio Program

2. Intellectual Framework OMLI Implementation Scale (Weaver, 2009) Mathematical discourse (Leahy, Lyon, Thompson, and Wiliam, 2005; Yackel & Cobb, 1996; Hufferd-Ackles & Sherin, 2004) Cognitive demand (Stein, Smith, et al, 2000) Lesson study (e.g., Stigler & Heibert, 1999, Lewis, 2006) Teacher generativity (Franke, Carpenter, Levi, & Fennema, 2001) Specialized mathematics content knowledge (Ball, Thames and Phelps, 2008) High-leverage practices, Franke (2008), Franke & Kazemi (2009) Effective professional development, Darling-Hammond et al (2009)

3. Math Studio Program Impacts Sustainable Infrastructure –The studio classroom model as an institutionalized means of continuous improvement. Increased Student Achievement Decreased Achievement Gap –Equity in the math achievement levels attained by students of differing ethnicity, gender, language, and socioeconomic status.

4. Outcomes Increased Professional Development Capacity Increased Specialized Content Knowledge Established Studio Classrooms Professional Learning Communities Improved Teaching for Learning Increased Mathematical Discourse

5. Studio Program People Studio teacher Studio principals Resident teachers District/Building math coach Resident administrators TDG consultant

6. Math Studio Program Components & Participants

7. Mathematics Studio Program A High-Leverage PD Model 5 two-day Studio Cycles in each Studio Classroom 5 days of Best Practices 5 days, Coaching Seminar 5 days, Leadership Seminar 5 half-days, PRP 5-days, Summer Math Content Course

8. Studio Classroom Summer Math Courses Coaching Studio Leadership Studio Best Practices Seminar About the Studio: the Heart of the Program

9. Studio Classroom A “greenhouse” environment where learning about mathematics content, pedagogy, and leadership thrives Like an artist’s studio, it’s a place to – –roll up our sleeves –explore new designs that press on the boundaries of our current beliefs and practices –reflect deeply and critically about the impact of specific teaching practices –examine and learn from moves that do and don’t work

10. Studio Classroom Unlike most artists’ studios - it’s a context for learning by an inquiry group of teachers, coaches, and administrators Brings seminar (e.g., Best Practices, Coaching, Instructional Leadership) learning to life in “in the moment” practice

11. Studio Classroom People

12. Work in the Studio Classroom There are 3 key features to the studio classroom work during each cycle. 1.Data Snap 2.Preliminary planning session. 3.Studio Day

13. What Happens During a Studio Day? Rehearsal of high-leverage practices Some Year One examples Mathematicians Dyad Conferring with Mathematicians Lesson Planning Framework

14. Caution A year of Studio work should emphasize only a small number of practices and tools. Go deep and give time for internalization of the practices.

15. Keep the Intellectual Framework in Mind The studio is always live and public co- inquiry and practice with intensive reflection and a relentless focus on: Students’ mathematical thinking Cognitive demand –mathematical discourse that focuses on justification and generalization

16. Typical Year-One Studio Day Pre-session Observation/Enactment of the Lesson Debrief Student Discourse Observation Tool Dialogue for Action Plenary Sharing Planning Tool Lesson Summary

17. Studio Day Other possibilities Pose problem, observe students at work, collect artifacts, select and sequence, return to classroom Teams practice Conferring Teams rehearsing a specific practice with groups of students

18. What Happens Between Studio Cycles? Rehearsal of high-leverage practices by teachers, coaches, and administrators Collegial inquiry and interaction Online workshops

19. Between Cycle Applications Everybody has an assignment based on their role in the system The shared tools and well-defined practices leverage integrity of between- cycle applications (where the real learning happens)

20. Fostering School-wide Mathematics Learning While studio work centers on a studio classroom, the studio school is the first-order unit of transformation: –Transforming the mathematics understanding and achievement by all students –Transforming the culture of mathematics professional learning across the school It’s sustainable!

21. Skyview Middle School Impact on the district.

22. Other Studio Settings Coaching Studio Leadership Studios Math Content Course Studios

23. Best Practices Seminar Studio Classroom Summer Math Courses Coaching Studio Leadership Studio Example: Setting is a workshop facilitated by a coach who receives coaching by the consultant. Residents are other Coaches

24. Studio Classroom Summer Math Courses Coaching Studio Leadership Studio Examples: Principal’s observation/debrief with a teacher Staff meeting centered on math Administrator walk-throughs. Residents are other Principals. Best Practices Seminar Mathematics Studio Program

25. Stories from our practice

26. Thank you Jill Board: jill.board@teachersdg.org Linda Foreman: linda.foreman@teachersdg.org linda.foreman@teachersdg.org Local: 503.650.1914 Toll-free: 877.650.1914

27. What happens during a Data Snap? Walk-through with the principal Always includes the resident & studio teachers classrooms To what extent is the work taking root in the school? Leadership coaching for the principal Informs the consultant’s work Sometimes includes a resident principal

28. Data Snap Tools Some examples: Classroom Data Tool – Math Tasks Student Discourse Observation Tool Data Snap Recording Sheet