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California – Math/Science Partnership (CaMSP) 2011 Spring Learning Network Meeting

Mathematics Teacher Leaders: Lessons Learned from Teachers Assisting Students to Excel in Learning Mathematics (TASEL-M). NSF-MSP January 1, 2003 through December 31, 2010. California – Math/Science Partnership (CaMSP) 2011 Spring Learning Network Meeting Sacramento, CA April 4-5, 2011

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California – Math/Science Partnership (CaMSP) 2011 Spring Learning Network Meeting

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  1. Mathematics Teacher Leaders: Lessons Learned fromTeachers Assisting Students to Excel in Learning Mathematics(TASEL-M) NSF-MSP January 1, 2003 through December 31, 2010 California – Math/Science Partnership (CaMSP) 2011 Spring Learning Network Meeting Sacramento, CA April 4-5, 2011 Dr. David Pagni

  2. Mathematics Teacher Leaders:AGENDA • Mission Possible Through the Years • Professional Learning Community (PLC) Development • What is the Work? • Pedagogical Content Knowledge (PCK) • Building Leadership Capacity • Sustaining PLCs • Stages of PLCs • A Study in Progress • Strong PLCs • Change in Teaching Environment • Enhanced Student Understanding of and Performance in Mathematics

  3. Referred to as TASEL-M Districts for this presentation. Partnership to Promote Student Learning • Work within 4 Orange County Districts • 2 Unified School Districts • 1 Elementary School District • 1 Union High School District • Full Mathematics Departments • 4 Specific High Schools • Their 7 Feeder Middle Schools • 3 Continuation High Schools • Mathematics Coaches • 4 Full Time Coaches • Mathematics Faculty from CSUF • 5 Mathematics Professors • Coordinators from OCDE • 1 Mathematics Coordinator • 1 EL Coordinator (20%) Prepared by Orange County Department of Education - Dr. Dianne DeMille

  4. Who is the Target Audience? • 130 mathematics teachers • 9,787 high school students • 6,536 middle school/junior high school students • 67% Hispanic Students • 14% Asian • 10% White (not Hispanic) • 51% English Learners • 65% Free and Reduced Lunch Prepared by Orange County Department of Education - Dr. Dianne DeMille

  5. Professional Learning Communities:Setting the Foundation for Teacher Leaders • Mission Possible 2003-04: The Trip Begins • Developing Professional Learning Communities • Mission Possible 2004-05 • Coach Leads Discussion/Dialogue • Mission and Vision • Equity for ALL students • Data Driven Dialogue • Questioning Strategies • Mission Possible 2005-06 • Coach Leads Lesson Design for relevance and meaning • Data Dialogue • Homework • Algebra Success

  6. Professional Learning Communities: Teacher Leaders Emerging • Mission Possible 2006-07 • Teacher Leaders begin to emerge • Routine Strategies & Best Practices to Engage Students • Mission Possible 2007-08 • Teacher Leaders identified & mentored by Coach • Leadership training to co-lead teams with Coach • Brain Research Affirms Our Best Practices • Mission Possible 2008-10 • Teacher Leaders take the lead without coaches • SMART Goals & Action Plans • Common Agreements & Assessments • Data Analysis • Lesson Design, including technology

  7. Began PLC Development with Full-time Coaches as Leaders Why Professional Learning Communities (PLCs)?Teachers must work in collaborative groups that provide time for articulating and clarifying the lesson, assessing the delivery of the lesson, and reflecting upon the impact of the lesson on student learning.DuFour, DuFour, Eaker, & Karhanek, 2004

  8. PLCs in Schools • Link to higher student achievement • The Literature Supports this Premise • Darling-Hammond, 2000 • Elmore, 2004 • Fullan, 2007 • Kanold, 2006 • Lee, Smith, & Croninger, 1995 • Newmann & Wehlage, 1995 • Reyes, Schribner, & Paredes, 1999 • Thiessen & Anderson, 1999 Prepared by Orange County Department of Education - Dr. Dianne DeMille

  9. Start With Collaboration • Building Professional Learning Communities with a Commitment to a Common Vision from All Members of the Department • Annual Collaboration • Ongoing Collaboration • Data Driven Dialogue • Monitor Student Progress • Set SMART Goals • Design Lessons that Encourage Student Engagement • Full administrative support (both site and district) Prepared by Orange County Department of Education - Dr. Dianne DeMille

  10. What was the Work of Each Team? • Create a school and a personal action plan • Create and analyze Benchmark and Formative assessments • Modify instruction for students at-risk • Use motivation survey results for richer lesson design • Develop a calendar of meetings and events • Ensure that ALL students receive the same instruction, material, & support • Have deep conversations about the content they are teaching – PCK Prepared by Orange County Department of Education - Dr. Dianne DeMille

  11. Pedagogical Content Knowledge (PCK) • Familiarity with Errors or Misconceptions • Familiarity with Representations Prepared by Orange County Department of Education - Dr. Dianne DeMille

  12. Familiarity with Errors or Misconceptions Order of Operations • When evaluating the expression: 5 – 3(6 – 2), the correct answer is –7. What error in thinking would produce an answer of 8? • incorrect use of the Distributive Property • mistake made in integer arithmetic • more than one error was made • mentally inserted an extra set of grouping symbols • strategy of evaluating expression strictly from left-to-right was applied Prepared by Orange County Department of Education - Dr. Dianne DeMille

  13. Learning as a Focus Teacher groups commit quality time to analyzing student work and learning processes Prepared by Orange County Department of Education - Dr. Dianne DeMille

  14. Teachers Learn to . . . • Become fully responsible for student learning • Gain insights from others about content and practice • Design programs to reach ALL students • Have productive conversations about • Student work • Student thinking • Learning styles • Analyze how students learn mathematics • Encourage student discourse • Maximize student potential Prepared by Orange County Department of Education - Dr. Dianne DeMille

  15. PLCs: Spreading to Other Departments “Other teachers have also taken the lead to make a difference for students. They have taken on the responsibility for leading course-alike teams. These leaders are now dealing with more challenging issues like common grading agreements, common percentages for homework, participation, quizzes, tests, etc.” (High school principal, 2008).

  16. How Do We Empower Teams to Sustain This Work? Prepared by Orange County Department of Education - Dr. Dianne DeMille

  17. Building Leadership Capacity2007-08 • Build leadership capacity for all grade level and course-alike teams • Involve leaders from each site in planning and implementing all meetings • Support each PLC as a self-sustaining group • Increase leadership and facilitation skills to sustain the work as a high-functioning PLC • Summer academy • Orange County Mathematics Leadership Initiative (MLI) • Coaches and Principals provide and support leadership situations for individual teachers – with Tim Kanold Prepared by Orange County Department of Education - Dr. Dianne DeMille

  18. PLCs: New Teacher Inclusion “Newer teachers have stepped up to take on the role in department meetings and collaboration days to share new and revised materials for the team. They have also shared in the role of facilitating data discussions as a means of gaining information and insight for improving their teaching strategies” (Coach, describing a high school math dept, 2008).

  19. Mathematics Leadership Initiative (MLI)2008-10: Expanding to All Schools • Increase leadership and facilitation skills to sustain the work as high-functioning PLC’s • 2 mathematics teachers & Principal (6-8) • 3 mathematics teachers & Principal (9-12) • Principals provide support and leadership to individual teacher leaders • Consultants - Tim Kanold & Kit Norris Prepared by Orange County Department of Education - Dr. Dianne DeMille

  20. Developing Teacher Leaders • Tools and Strategies to achieve highly functioning PLCs • Dialogue vs. Discussion • Use of Protocols for productive dialogue • Asking Inquiry questions • Creating Interdependency - trust within the group to follow through • Keeping the Vision as a pathway to the goal • Defining Mathematical Competency as a department • Using Student Thinking to drive instructional decisions Prepared by Orange County Department of Education - Dr. Dianne DeMille

  21. Teacher Leaders Take Control “The leaders are fully running the collaboration, department meetings, and release days. They have since day one of this year designed the agendas and run the meetings, allowing me to share my information as an agenda item” (Coach, describing a high school math dept, 2008).

  22. Stages of Professional Learning Communities (PLCs) Adapted from: Graham, P. & Ferriter, B. (2008). One step at a time. National Staff Development Council, 29(3), 38-42.

  23. Stages of PLCs • Filling the Time: What are the expectations for meeting as a team? • Sharing Personal Practices: What is everyone doing in their classroom? • Planning: What should we be doing, and how can we lighten the load? • Developing Common Assessments: What does mastery look like? • Analyzing Student Learning: Are students learning what they are supposed to learn? • Differentiating Follow-up: Are we reflecting on the right questions? • Reflecting on Instruction: Which practices are most effective with our students? • Envision a team from your site • Identify where you would place it on the continuum • What guidance would you give to the team to move it to the next level? • What support would you need to make this happen? Prepared by Orange County Department of Education - Dr. Dianne DeMille

  24. A Study in Progress Prepared by Orange County Department of Education - Dr. Dianne DeMille

  25. Developing Strong PLCs Enhanced Student Understanding of and Performance in Mathematics Results in Professional Learning Communities Brings About Change in Teaching Environment Prepared by Orange County Department of Education - Dr. Dianne DeMille

  26. TASEL-M Identified PLC’s • Nineteen PLCs at 11 schools • Middle school PLCs - entire mathematics department • High schools - course-alike teams Prepared by Orange County Department of Education - Dr. Dianne DeMille

  27. Three Types of PLC’s IdentifiedScoring Rubric • Established (a well-functioning PLC – 3.5 to 5.0) • teachers in 50%of PLC’s rank selves as 3.5 to 4.4 • Emerging (on the way – 1.7 to 3.4) • teachers in 50% of PLC’s rank selves as 2.5 to 3.4 • Weak (not yet a PLC – 0 to 1.6) Prepared by Orange County Department of Education - Dr. Dianne DeMille

  28. PLC Checklist Results

  29. Developing Strong PLCs Enhanced Student Understanding of and Performance in Mathematics Results in Professional Learning Communities Brings About Change in Teaching Environment Prepared by Orange County Department of Education - Dr. Dianne DeMille

  30. Observation Protocol, Summary Conclusions, based on HRI Question asked to what extent did the following statements apply to this lesson?

  31. Observation Protocol, Summary Conclusions Section, based on HRI Question asked to what extent did the following statements apply to this lesson? Cluster A Cluster B Cluster C Cluster D Middle Schools High Schools

  32. Observation: School Environment Shows Stark Contrast Pre • Teachers were using lecture format, standing at the overhead • Students were not engaged in the lessons and appeared to be bored Post • Teachers are now doing less of the work and using multiple strategies to engage students • Students are doing more of the work, involved in the lessons, and with greater motivation Prepared by Orange County Department of Education - Dr. Dianne DeMille

  33. Developing Strong PLCs Enhanced Student Understanding of and Performance in Mathematics Results in Professional Learning Communities Brings About Change in Teaching Environment Prepared by Orange County Department of Education - Dr. Dianne DeMille

  34. Some Data Insights Closing the Gap for Some Groups and Surpassing the Gap for Others Prepared by Orange County Department of Education - Dr. Dianne DeMille

  35. CAHSEE Grade 10 Hispanic Students (67%)Involved with Teachers in TASEL-M Over 4-5 Years 79% +37 percentage points 76% +38 percentage points 75% +34 percentage points 74% 42% 40% 38% 37% Prepared by Orange County Department of Education - Dr. Dianne DeMille

  36. CAHSEE Grade 10 English Learners (51%)Involved with Teachers in TASEL-M Over 4-5 Years +43 percentage points 68% 64% +31 percentage points 60% 59% 51% +24 percentage points 35% 33% 29% 27% 25% Prepared by Orange County Department of Education - Dr. Dianne DeMille

  37. Enrollment of Hispanic Students in Advanced Mathematics Courses 41% +27 percentage points 58% +38 percentage points 34% +17 percentage points 26% 19% 22% 17% 16% 13% 11% +6 percentage points Prepared by Orange County Department of Education - Dr. Dianne DeMille

  38. Correlations • Cluster schools with the highest results for PLC survey • Show the greatest increase in pass rate on the CAHSEE for all students, Hispanic students, English Learners, and Socio-Economically Disadvantaged • Surpassing Orange County and California CASHEE results • Cluster schools with the lowest results for PLC survey • Show the lowest increase in pass rate on the CAHSEE for the same groups Prepared by Orange County Department of Education - Dr. Dianne DeMille Prepared by Orange County Department of Education - Dr. Dianne DeMille

  39. TASEL-M Dr. David Pagni dpagni@fullerton.edu Dr. Dianne DeMille ddemille@ocde.us Look for this PowerPoint on the TASEL-M website http://taselm.fullerton.edu Prepared by Orange County Department of Education - Dr. Dianne DeMille

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