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DeAnn Huinker Kevin McLeod University of Wisconsin-Milwaukee Association of Mathematics Teacher Educators (AMTE) Fort Worth, Texas February 9-11, 2012. Charting the Course for Mathematics Leadership. Continuum of Professional Work in a Large Urban District. Session Goals.
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DeAnn Huinker Kevin McLeod University of Wisconsin-Milwaukee Association of Mathematics Teacher Educators (AMTE) Fort Worth, Texas February 9-11, 2012 Charting the Course for Mathematics Leadership Continuum of Professional Work in a Large Urban District
Session Goals • Examine the roadmap used to guide a district toward formative assessment practices, the Continuum of Professional Work for Mathematics. • Consider change as an incremental and developmental process for individuals, schools, and districts.
Agenda • School-University Partnership • The Continuum of Professional Work • School Self-Assessment Guide • Movement of Schools along the Continuum • Student Mathematics Achievement
Milwaukee Mathematics Partnership (MMP) Fall 2003 • Awarded a Comprehensive Mathematics and Science Partnership grant through the National Science Foundation. • Core Partners
Milwaukee Public Schools 175 schools 81,000 students 5000 teachers Largest school district in Wisconsin 83% Low income, 86% minority 20% Special Education, 10% ELL 2011-2012
Prior to the MMP (Before 2003) • Inconsistency across and within schools • De-centralization • schools operated independently of central office • principal as primary leader for school mathematics • Lack of sustained professional development • Pedagogy more an “emotional state of mind” than based on sound instructional practices.
District Vision of Mathematics
Grade Level Learning Targets • 9-11 statements for focused study of math at a grade level. • Progression of math learning expectations across grades. • Aligned to state math standards. Grade 2 Represent concepts of multiplication (e.g., grouping, skip counting, repeated addition) and division (i.e., sharing, measuring, repeated subtraction) in everyday situations. Grade 3 Represent and use concepts of multiplication (e.g., grouping, arrays, skip counting, repeated addition) and division (i.e., sharing, measuring, repeated subtraction) to solve problems with and without context. Grade 4 Use strategies fluently to make estimates, solve, and pose real-world problems (e.g., single and multi-step) for all operations, to compare and rename numbers, and to find factors and multiples.
Model Classroom Assessments (CABS) CABS Classroom AssessmentsBased onStandards Performance-based assessments. Selected or adapted by teams of teachers and IHE math faculty. Aligned to district targets and state standards and assessment descriptors. Aligned to district pacing guides for adopted math programs.
Grade 3 CABS D’Andre, James and Shen each had 15 marbles. They put together their money to buy a $3.00 bag of 21 marbles. How many marbles do the boys have all together now? If the boys divide the marbles equally, how many will each boy have? Show your thinking with numbers, pictures, or words.
Leadership Model School Learning Team New school leadership position, the Math Teacher Leader (MTL) LiteracyCoach Math Teacher Leader Principal Other Key Teachers District Mathematics Leadership IHE Faculty Mathematics & Math Education Established district leadership team, new position, Math Teaching Specialists (MTS)
Turn & talk... questions? predictions of impact? Math Teacher Leaders Math Framework Math Learning Targets Model Classroom Assessments
Continuum Years • 5-stage model of formative assessment practices • Defined school professional work • School self-assessment guide and report • Monitoring conferences at each school site • Ongoing professional development for MTLs • Ongoing development of tools for each stage
Read or skim the Continuum. Turn and compare. 3 Interesting H Important ? Question or Pondering
Stage 1: Learning Targets Understand importance of identifying and articulating big ideas in mathematics to bring consistency to a school’s math program. Grade 6 Apply, explain, and evaluate strategies to estimate, compare, and compute fractions, decimals, and percents using a variety of methods (e.g., mental computation, technology, manipulatives) with and without context.
Stage 1: Learning Targets • School Professional Work • Teachers develop an awareness of district learning targets for each mathematics strand. • Teachers discuss what each target means and can articulate math learning goals students are to reach. • Teachers examine the development of mathematical ideas across grade levels.
Stage 2: Alignment Develop meaning for the math embedded in the targets and alignment to state standards and descriptors and to the school’s math program. District Math Learning Targets State Standards& Assessment Descriptors School Math Program
Stage 2: Alignment • School Professional Work • Teachers examinealignment of state standards to targets. • Teachers identify the depth of knowledge in the state assessment descriptors. • Teachers study how the mathematical ideas in the descriptors are developed in the school’s math program. • For each lesson, teachers inform students of the math learning goals in terms that students understand.
Teacher Student Focused Focused
Stage 3: Common Assessments Provide a measure of consistency of student learning based on standards, descriptors, and targets. CABS Classroom AssessmentsBased onStandards Grade 6 Name a fraction that is between 1/2 and 2/3 in size. Justify how you know your fraction is between 1/2 and 2/3.
Stage 3: Common Assessments • School Professional Work • Teachers select and study common assessments to use at a grade level or course. • Teachers identify math expectations of students on assessments. • Teachers identify potential student misconceptions. • Learning team and teachers examine student state test and district benchmark assessment data to identify areas of strengths and weaknesses for focusing teaching and learning.
CABS Assessment Overview After working through the assessment, reflect on what you expect students to do. Description of Assessment: School: Grade Level:
Grade 6 Name a fraction that is between 1/2 and 2/3 in size. Justify how you know your fraction is between 1/2 and 2/3. What do you expect and hope students will do? Identify the - Key math features - Potential misconceptions
Stage 4: Student Work Examine student work to monitor achievement and progress toward the targets and descriptors and to inform instruction.
Stage 4: Student Work • School Professional Work • Teachers collaborate in grade-level meetings to discuss student work and implications for instruction. • Teachers meet in cross grade-level meetings to discuss common expectations of student learning and implications for school-wide practice. • Learning Team monitors and discusses student learning on CABS results from across the school, shares observations with staff, and uses data for the school improvement plan.
Stage 5: Descriptive Feedback Use student work to inform instructional decisions, and to provide students with appropriate descriptive feedback.
Motivational & Evaluative Feedback Examples J --------------------- Correct. --------------------- Good idea to draw diagrams. --------------------- Good thinking. You renamed the fractions to twelfths.
Descriptive Feedback Examples Explain your decision of dividing the rectangles into equal sections of 6ths and then 12ths. -------------- How are you deciding the number of sections to create in the rectangles? -------------- How do your pictures show that 7/12 is less than 2/3? It looks bigger in picture.
Stage 5: Descriptive Feedback • School Professional Work • Teachers collaborate to write descriptive feedback to students on benchmark assessments and on common CABS. • Students use feedback to revise their work and improve learning. • Teachers use feedback to adjust and differentiate instruction. • Learning team monitors successes and challenges of writing descriptive feedback and identifies professional learning needs of teachers.
