A Call to Action for Mathematics Leaders August 28, 2014 Steve - - PowerPoint PPT Presentation

A Call to Action for Mathematics Leaders

August 28, 2014 Steve Leinwand Suzanne Mitchell

It’s TIME to LEAD

It’s TIME

3

Le Leade adership ship For

• r the

he Com

• mmon
• n

Cor

• re St

Stat ate e St Standards andards

4

It’s TIME is in intende ended d for le leader aders, s, in th the e br broad adest est sense, nse, working king toge gether ther as as Lead ader ership ship Teams, ams, respon ponsible sible for mo moving ng

• r influenc

luencing ing individuals ividuals an and groups ups towar ards ds a co a common mmon goal al of improving ving ma math themat ematics ics ac achie ievement ement for ever ery y stu tude dent nt..

..

It’s TIME sets sets the he sc scenario nario for

• r

an an Entrep ntrepreneurial reneurial Le Leade ader

• Pas

Passiona sionately ely ser erves

• Ma

Mavericks ericks wh who have e integrity grity

• Disciplined

ciplined risk k ta taker ers

• Cour
• urageous

ageous wh while le hu humb mble le

• Moti

Motivat ated ed vi visionar ionary

• Driven

en wh while le lo loyal al

• Influe

luent ntial ial le lear arne ner

It’s TIME …..

• It’s TIME we do it right

– CCSS SSM, , PARCC CC and SBAC C creat ate once in a career er

• ppor
• rtuniti

tunities es

• It’s TIME we use our unity – Math Wars

s are hist stor

• ry
• It’s TIME we stop settling for mediocrity and programs that

fail to serve nearly rly enough gh students dents

• It’s TIME we stop making excuses or let others make

excuses uses for not doing ng what needs ds to be done

• It’s TIME we demand and implement what we know works
• It’s TIME we take the action needed to finally make

math them emat atics ics work rk for every stud uden ent t in every y school

• l

6

Ou Our r co collectiv lective e gi givens ens ar are cl clea ear

Th Ther ere e is a ne new pla laying ying fiel eld: d:

• Common

mmon Core re St State e St Stand ndar ards ds

• PARCC

CC

• SB

SBAC Fina nally: lly:

• Common

mmon, , cl clea ear, , co coher erent ent gui uidance dance (a (at le least st for r K-8) 8)

• Higher

her, , but ut appr propriat

• priate

e expectation ectations

7

Ou Our r colle lectiv ctive e go goals als ar are e just ust as as clea ear

• Ef

Effectiv ective, , co consist sistent ent an and impactful actful implementa lementation tion of th the e let letter er an and th the spirit it of th the CCSSM CSSM

• Signif

ificantly icantly highe her le levels els of stu tudents dents ac achievement ement in ma math themati ematics cs at at th the cl clas assr sroom,

• om, school,

chool, distri trict, ct, sta tate an and nat ational

• nal le

levels els

8

A CAL CALL L TO A O ACTION TION

It’s TIME to link these givens to th these ese go goal als s wi with th ef effectiv ective e lea eader dersh ship ip around und a set set of th themes emes and nd im imper erativ tives. es.

Bu But t Ho How? w?

9

Ide dentif ifie ies the e knowle ledg dge e and s d skil ills s nee eede ded t d to lea ead d adu dults Bel elie ief in in su success cess for ever ery tea eacher her an and d stude dent Dec ecis ision ions s are d e data-dr driv iven en in in a c coll llabo bora rati tive e sett ettin ing  Acti tions

• ns are r

e res esea earched ched-inf informe

• rmed

This is the “what”, not the “how”

Th The e PRIME RIME Le Lead ader ership ship Fra ramewor

• rk

Lea eade ders s INFL FLUENC UENCE E oth

• ther

ers s usi sing ng PRIME

P P – Professional essional Learning rning Comm mmunit nities ies – Use e PRIME ME as a book study udy R R – Relati lationships

• nships-Use

Use PRIME IME to explore plore successfu essful l relation ationsh ships ips and nd leader ership ship skill lls I I – Influenc luence e – Use e PRIME ME leader dership ship strat rategi egies es to explore plore the CCSS SSM, , assessm sessmen ents, ts, and inst struct ructional nal materi erials ls M M – Motivation ation – Use PRIME IME leader ership hip strat trateg egies ies to moti tivat ate e mathematics hematics stud uden ents ts and speciali ialists sts E E – Engagemen agement t of leader ers in conver ersation sation with th other ers s – Use PRIME IME language guage for disc scussion ussion star arter ers

Com

• mplementing

plementing PRI RIME, ME, NC NCSM SM pre resents: sents:

It’s TIME: Themes

emes and d Im Imperativ peratives es for r Mathematics hematics Educ ucat ation ion

• A Math Leader’s To Do List, Field Guide,

Game Pla lan

• A Math Leader’s Call to Action
• A Math Leader’s Guide to Making a

Difference erence with th and th throu

• ugh

gh teach cher ers s for all ll st stude dents nts

12

It’s TIME

• Read

ad it. t. R Read ead it t ag agai ain.

• An

Anno notat tate e it.

• t. Cog

Cogitat itate e on it. t.

• Select some actions and try ‘em

em out. t.

• Recruit

cruit some me co colleagues. lleagues.

• Revise

vise an and tr try some me th things gs ag agai ain.

• Bu

Build ld a p a pla lan.

• n. Implement.
• plement. Mo

Monit nitor

• r.

. Revis vise. . Inst stitutionali itutionalize. ze.

• Celeb

lebrat ate e improvement ment an and succe ccess. ss.

13

That’s the tone we use:

• Clea

lear r an and Direct ect - th there re is no ti time me for waf affling ling or be beat ating ng ar around und th the e bu bush

• Honest

nest - bu but t wi without thout ca casti ting ng bl blam ame

• And

d it t le lead ads s directl ctly y to our Lead ader ership ship Fram amewor

• rk

k or Theor heory y of Action ction or Tab able le

• f Cont

ntents ents th that at ta take e us from m givens ens to goal als

14

It’s TIME, p.3

• Social Justice
• Systemic Thoughts and Actions
• Leadership

Over verar archi ching ng Themes mes

Chapter r 1

Equity is the ongoing process (not a product)

• f increasing our own and society’s capacity

and commitment to:

• Completely respect individuals as complex

thinking and feeling humans with different socio- cultural, gender, and class backgrounds and values

• Provide the necessary resources to assist people

in learning. This includes overcoming the effects of any mistreatment on their ability to learn.

– Becerra et al, Take It Up – Leading for Educational Equity, 2004

A Workin

• rking

g De Definition inition of

• f Equ

quity ity

… (develop an) awareness of the pressing political, health, environmental, economic, and social challenges… (to empower) students to become agents of change on these issues.

It’s TIME p. . 16 6 S Social cial Just ustice ice

Wea eave so e socia ial l ju justice tice is issues es throug

• ughout

hout the e curr rriculum iculum so stude dents ts wil ill:

a) a) Deepen en their ir understa tand nding ing of society ty b) b) Become

• me criti

itical al think nkers ers c) c) Use mathemat thematics s as a tool l to change e society ty d) d) Deepen en understa standing nding of racism ism, , social ial class ss and gender er e) e) Become

• me motivat

tivated ed to learn rn impor

• rtant

ant math them emat atics ics

Call to Ac Action: ion: Ret ethink nk the Mathematics matics Curr rriculum iculum

• Ev

Ever ery y stu tude dent nt wi will ll be be co college llege an and ca career eer read ady y an and, d, in ad addition, tion, use e ma math themat ematics ics to th think nk cr critica tically lly ab about t co comm mmunity unity, , socie ciety ty, , an and envir vironment

• nment.

. Vi Visi sion

• n of
• f Co

Commo mmon n Cor

• re

e & S & Soc

• cial

ial Ju Just stic ice

It’s TIME, p.3

Building on social justice….

Let’s conver ert t th thes ese e list sts s and nd bul ullets ts and nd sh shor

• rthan

thand d ti titl tles es into

• a coh
• herent

erent narrativ rrative e th that t des escribes cribes th the e exp xpectation ectations s for ever ery y Mathe thematics matics Ed Education ucation Lead eader er.

22

St Star art t wi with th the e Givens ens

• We

e sta tart t wi with th th the e givens ens of th the e guidance ance

• f th

the Com

• mmon

mon Core re an and th the exp xpectations ectations of a n a new w genera neration tion of bet better er al aligned, ned, higher her qual ality ity, , mo more e rigorous

• us PAR

ARCC CC an and SBA BAC C as assessme essments. nts.

• We recogniz

cognize e th that at be being g succ ccessful essful me mean ans s RAISING ISING ACHIEVEME HIEVEMENT NT IN N MA MATHEMA THEMATIC TICS FOR OR EV EVER ERY Y STUDENT TUDENT AND ND EF EFFECT FECTIVEL IVELY Y IMP MPLEMENTIN LEMENTING G THE E CCSSM CSSM IN N EV EVER ERY Y CLASSR ASSROOM. OOM.

23

Sup uppor portiv tive e Con

• nditions

ditions

• We

e unde derstand d that change ge of this is magn gnit itude ude requir equires es an un unwaver erin ing g commitm mmitmen ent t to soci cial l ju justi tice ce, , thin inkin ing g and d actin ing g systemic emicall lly, , and p d provid idin ing g strong

• ng

lea eade dership ip whic ich h are t e the e 3 over erarchi ching g them emes es.

• We a

e acknowle wledg dge e that change ge must t be e supp pported ed by shif ifts s in in bel elie iefs s and d min inds dset ets, s, a clea ear r vis isio ion of tea eachi hing g and d lea earnin ing g and d de desig ignated ed lea eade ders or ther ere e is is no c cohe here rence nce and o d only scatt tter ered ed impa impact t from

• m our action

ions.

24

It’s TIME, p.3

• Beliefs and Mindsets

– Shared Vision

• Designation of Mathematics Leaders

Sup uppor portiv tive e Con

• nditions

ditions

Su Suppor portiv tive e Conditions nditions

Wi Without ut clari arity ty ab about ut the e bel elie iefs s an and d min inds dsets ets that supp pport t or unde dermi mine e soci cial ju justi tice ce and a d a commitm mmitmen ent t to qualit ity, a pr progr gram am fail ils unde der the e id idio iosyncra crasie sies of in indi divid iduals rather er than suc ucce ceed eds s du due t e to the e collecti lective e wis isdo dom m of the e communi mmunity ty. . Wi Without ut a vis isio ion, a pr progr gram am is is rudd dder erle less.

• s. Wi

Without

• ut de

desig ignated ed lea eade ders, no one e is is po posit ition ioned ed to assume me res espo ponsibi ibili lity ty for r supp pporti ting g and d monit itorin

• ring

g the e over erall ll succ ccess ess

• f the

e pr progr gram. m.

27

Sup uppor portiv tive e Con

• nditions

ditions

So So wher ere e do we e start? t? What are re no non-nego negotiable tiable el elem ements ents of impr provem ement? ent?

• Tackle the belie

liefs fs and d minds ndsets ts that at guid ide e action tion and d det etermine ermine willingness lingness and d readin adiness ss to to change (NCTM’s new Princip nciple les s to Action ions) s)

• Develop and ensure widespread use of a

writt itten en, shared ared vision ion of effectiv ctive teaching aching and d learn arning ing of mathematics (It’s TIME Appendices)

• Identify, designate, deploy, and support

mathe athematics matics leade aders s at all necessar cessary y levels. els.

28

• Mathem

emat atics ics conten ent t knowledge edge

• Pedagogic

agogical al conten ent t knowled ledge ge

• Mathem

emat atics ics curric riculu ulum m knowled ledge ge

• Inst

struct ructional nal and format mativ ive e assessm essmen ent t practices tices

• Inst

nstructional ructional materials erials and nd resou

• urces

es

• Stud

uden ent t suppor port t structu ructures res and intensi nsific ication ation

• Usin

ing g summa mmativ tive e assess essment ment data a

• Professi

essional nal learning rning

• Colla

llabo borat rativ ive e struc ructures tures

• Coaching

hing

It’s TIME Imperatives

Mat Mathematics hematics Con

• ntent

ent Knowledge wledge

To ensure sure that teache hers s under derstand stand the math thematic ematics s content ent th that t st student dents s are e exp xpec ected ed to learn, n, leader ers s and d teams s of f leaders s must st:

• Est

stabl ablish ish an under derstanding standing of f the sc scope pe of f mathemati ematics s content ent knowl wledge edge

• Suppo

port t an under derstanding standing of f th the e brea eadt dth h and d depth h of f mathemati ematics s content ent knowl wledg dge

• Create

e oppo portun unitie ties s for teache hers s to identi tify fy deficie ienci ncies s and d develop elop mathemati matical cal content ent knowle wledg dge e

30

Mat Mathematics hematics Con

• ntent

ent Knowledge wledge

It will l be evident ent that content ent knowle wledge dge has s increa creased sed when: n:

• Teachers

s consist stent ntly y demons nstr trat ate an under erst stan anding ding of mathe hematics matics that transc scends nds using ng rules to g get et correct answers s

• Classroom
• m observatio

tions ns consis istently ently reveal accurat rate, , appropriat priate, e, and effectiv tive present ntatio ation n and d explana natio tion n of the mathe hematics matics being taught ht

• Classroom
• m observations

tions consis isten ently ly re reveal care refully ully crafted d series s of questio tions ns that elicit it and illumi minat nate the mathe hematics matics being taught ht

• Teachers

s report a range e of availab ilable opportu tuniti nities to learn n the mathe hematics matics content nt their student nts s are expected d to learn rn

31

Peda edagogical gogical Con

• ntent

ent Knowledge wledge

Pedagog gogica ical l cont ntent ent knowl wledge ge is the critical tical kno nowledg edge e that t links ks specific fic mathema ematics tics cont

• ntent

ent with effecti ective mathe hematics matics instructi truction.

• n.

It repres resents ents a blend d of f what t cont

• ntent

nt to teac ach h and how best t to teach ch

• it. More

re specific fically ally, , pedagogica

• gical

l cont ntent ent knowle ledge ge incl clude udes s the follo lowing ing fu funct nctions. ions.

• Plann

nning ing functi tions: ns: Identifyin ntifying g proble blems ms and tasks ks that at matc tch h skill lls s or expe pectat ctations ns and the key mathematica hematical l understand standings ings that at result ult from any given n problem lem or task sk

• Teaching

hing fun unctions: ions: Identify ntifying ing appropriat

• priate

e explan planations, ations, quest stions, ions, models, els, approac

• aches,

hes, and next xt steps eps

• Assess

essing ing functions: ions: Und Under ersta standing nding student dent reasonin soning g and effectiv ctively ely dealing ing with h common mon error

• rs

s and misc sconcept

• nceptions

ions

32

Peda edagogical gogical Con

• ntent

ent Knowledge wledge

To ensur ure effecti ective teach ching ing that at incor

• rpora

porates s these fu func nctions, ions, leaders s and teams s of f leader ers should uld: :

• Establi

ablish sh an under erstandi tanding ng that at cont ntent nt and pedagogy

• gy are

e insepa parable able com

• mponents

ponents of f effecti ective teac achi hing ng and that at mathe hemat matic ics cont ntent nt kno nowledg edge e is nece cessar ssary y but not

• t

suffic ficie ient nt for r effect ectiv ivel ely y teac achi hing ng mathe hematics matics

• Suppor
• rt

t the understandi standing ng that t there re is a body y of f pedagogica

• gical cont

ntent nt kno nowledg edge for r effectiv ective instruct truction ion that t infor

• rms

s the selection tion of f tasks ks and acti tivi vitie ties; s; guides s appropriat

• priate approaches,
• aches, models,

s, explanat nations ions, , and questions; tions; and addre ress sses es common mon errors s and miscon conceptions tions

• He

Help educa cators

• rs identify

fy individual ual and collec llecti tive pedagog

• gica

ical l cont ntent ent knowl wledge ge gaps and deficienc encies, s, and then provi vide e diverse se oppor

• rtuni

tuniti ties es for r teach cher ers s to learn n the nece cessar ssary y pedagogica

• gical cont

ntent nt kno nowledg edge for r effectiv ective instruct truction ion

33

Peda edagogical gogical Con

• ntent

ent Knowledge wledge

It will l be evident ent that teachers s are build lding ing pedagogical

• gical content

ent knowle wledge dge when: :

• They consi

sist stent ently ly demonstr strat ate that content ent and pedagogy

• gy are inse

sepa parab rable le component

• nents

s of ef f effect ctiv ive tea eachi hing ng by t y tea eachi hing g thr hrough ugh project ect-base based d lea earni rning, ng, proble lem m applica ications tions, , and within in new si situat ations ions

• Cl

Class ssroo

• om

m obse servations tions consi sist stent ently ly reveal al effectiv tive e and appropri priate e se selection tion of ta f task sks s and activi vitie ties; s; approaches aches, , models, s, explana anations tions, , and questi stions

• ns

for conveyin ying ma mathe hemat matics ics; ; and ef effec ectiv ive e res esponses

• nses

to common

• n error
• rs

s and misc sconcept nceptions ions by st students ents

• They report

t a r rang nge e of op f opportuni tunities ties are avai vailable lable to learn rn the pedagogical gical content ent knowled ledge ge they need d

34

Ma Mathe thematics matics Curriculum urriculum Knowl wledge edge

To ensure re an effectiv ive e mathe hematics matics curriculum, riculum, leaders s and teams s of leaders s must: t:

• Ensure teachers

s understand tand how and why focus, s, depth, h, and coherence nce make a mathe hemati matics s curriculum iculum effectiv tive

• De

Develop and deepen n under erstan standing dings s of learning rning progressio ssions ns of key mathematical hematical topics cs within thin a grade and across ss grade des

• Or

Organize nize the CCSSM content t expectations tations for each grade e

• r course into feasib

ible teaching hing guide des s that t link k content nt standar ndards, ds, big ideas as, , and instruct tructio ional nal resources s

• Create opportu

tunities nities for teache hers s to investig stigat ate the curriculum iculum at their ir grade e level and across s grade levels to fully understand stand the curriculum iculum they expect t stude dent nts to learn

35

Ma Mathe thematics matics Curriculum urriculum Knowl wledge edge

It will l be evident ent that teachers s are develo loping ping mathematics tics curr rriculum iculum knowle wledge dge when: :

• They consi

sist stent ently ly plan and implemen ent less ssons ns and units its tha hat ref eflect lect a c coherent herent focus us on important ant mathematica tical l ideas s

• Cl

Class ssroo

• om

m obse servations tions consi sist stent ently ly reveal al accurat urate, e, appropri priate, e, and effect ctiv ive se sequencing encing of f the mathematics ics being ng taught ht

• The

hey y ma make e consi sist stent ent and ef effect ectiv ive e use se of r f regular egularly ly updated ed grade-le level el or cour urse se teaching ing guides des

• They report

t a r rang nge e of a f avai vaila lable ble opportunit tunities ies to develop lop an under derstan standing ding of th f the mathematics ics curri rricu culum lum knowle ledge dge tha hat rel elat ates es to wha hat the heir r st student ents s are expected d to learn rn

36

Call to Action….

See e wh what at I me mean an by han andbook, dbook, field eld guide? de? See ee wh what at I mea mean n by ca call ll to ac acti tion?

• n?

See e wh what at I me mean an by cl clar arifying fying an and guiding ding insights? ghts? See e wh what at I me mean an by OU OUR le lead ader ership ship exp xpectations? ectations? See e wh what at I me mean an by th the e poten entia tial l val alue ue of It’s TIME? ?

37

Knowledge wledge is power er

We have just st descri ribed ed an immense mense amoun unt t of knowledge ledge.

• But

ut that at is what t it takes es to do the job

• Most

t teac acher hers s do not and cannot t arriv rive with th this is knowledge ledge

• It’s absence helps to explain our underperformance
• It is why high qualit

lity y materi erials ls and resour

• urces

ces are so critical tical

• It is why collaborati

aboration

• n and coaching

ing are ind ndispens ispensable able

• And it is what

t our leader ership ship action ions s must st develop lop

38

It’s TIME, p.3

Th The He Hear art t of

• f the

e Ma Matter er

Impe perati ratives es for

• r Inst

struction, ruction, Ass ssess essment ment and d Syst stemic emic Chang ange

Instruc ucti tiona

• nal

l and f d forma rmati tive e asses essme sment t pr practice tices Instruc ucti tiona

• nal

l mater eria ials ls and d res esour urce ces Stude dent t supp pport t struc uctures tures and d in inten ensif ific ication ation Usin ing su g summa mati tive e asses essme ment t da data Professi essiona

• nal lea

earnin ing Collabo bora rati tive e structure uctures s Coachi hing

40

Instructional structional an and format rmativ ive e as asse sessment ssment pra ractice ctices

To ensure ure that at teach cher ers consist isten ently tly implem lement nt effecti tive, e, rese sear arch-af affir irmed med ins nstr tructi uction

• nal

al and nd formati mative e assessm sessment nt practic ctices es in every y classr ssroom

• m,

, leader ers s and teams ams of leader ers must st: :

• Provide

ide oppor

• rtunities

tunities for teach cher ers to plan and prepare pare toge gether ther

• Provide

ide oppor

• rtunities

tunities for all educat ator

• rs

s to envisi ision

• n and

implem lement nt high-qua uali lity ty inst struct ructional nal practic ctices es

• Monit

itor

• r and provid

vide e feedba back ck regar arding ding student dent eng ngage gemen ent t and nd learnin rning g

• Engage

age teac achers ers in refle lection ction about t inst struction ruction and stud uden ent t learning rning

41

Instructional structional an and format rmativ ive e as asse sessment ssment pra ractice ctices

It will be eviden ident that t teache chers s are reflect lecting ing on instr truc ucti tion

• n and

d student udent learni rning ng when en studen udents ts are consi sist stently ently: :

• En

Engagi ging ng actively ely in the e learnin ning g process cess

• Using

ng exist sting ng mathem hemati tica cal l kno nowled wledge ge to make e sense nse of assigne ned d tasks ks

• Making

ing conn nnect ections ions among

• ng mathe

hema matica tical l concepts ncepts

• Reason

soning ng and d makin king conject jectures res abou

• ut

t a problem blem

• Comm

mmuni nica cati ting ng their eir mathe hemat matica cal l thinking nking orally ly and d in writi ting ng

• Listen

ening ing and reacting to others’ thinking and solutions to problems

• Using

ng a variety ety of repres resen entations, tations, suc uch as pictures, ures, tables, es, graphs hs, , and words ds, , for thei eir r math them emati tical al thinki nking ng

• Using

ng mathe hemat matica cal l and d techn hnologic

• logical

al tools ls, , suc uch h as physi sical al materials erials, , calcula ulator

• rs,

s, and com

• mput

uters, s, along ng with h textbo tbooks ks and d ot

• the

her r instr truc ucti tion

• nal

al resour sources ces

42

Instructional structional mat aterials erials an and re resour

• urces

ces

To ensure sure that inst structi ructional nal material ials s create excitement ent and motivation, ation, are developmental lopmentally ly appr propr

• pria

iate, e, and d su suppor port t th the pl e planning, anning, imple lement mentation, ation, and ass ssess ssment ent of f high gh-quali uality y less ssons,

• ns, leader

ers s and teams s of f leader ders s must st: :

• Provide

vide access ss to rich inst structi ructional nal reso sour urce ces s

• Guide

de th the e se selec ecti tion

• n of

f inst structi ructional

• nal res

esour

• urce

ces s to create e a rese sear arch ch-af affirme irmed d best st prac acti tice ce mathemati ematics s learning rning environm nment ent

• Involv
• lve teachers

s in the se selection ion of f inst structi ructiona

• nal

resour source ces s aligned gned to the CCSSM M

43

Instructional structional mat aterials erials an and re resour

• urces

ces

It will be evident nt that t teache hers are involv lved d with th selecting ing instruct tructio ional nal resources s and are committ itted ed to impleme ment ntation ation with h fidelity lity when: :

• Stude

dent nts are activ ively y engaged ed in using ng instruct tructio ional nal resources s that t enhance nce stude dent nt learning ing of mathe hematics matics

• Professio

sional nal learning ing teams s are investig stigating ating instruct tructio ional nal resources ces that t suppo port curric iculum ulum and instr tructio uction n

• Teachers

s provide ide access s to and use appr propriat

• priate resources

es

• Teachers

rs clearl rly y state the use of the instruct tructio ional nal re resources s in lesson plans ns

• Teachers

s use instru ruct ctio ional nal resources ces to assess stude dent nt learning ning

• Teachers

rs use the instru ruct ctio ional nal re resources s appropriat priately ly

44

Stu Student dent suppo upport t str tructures uctures an and d intensif ensification ication str trat ateg egies ies

To ensure that multiple intensification strategies are available to support the range

• f learning needs of struggling students,

leaders and teams of leaders must:

• Consider and employ research-based

support structures that will best fit the needs of the student population

• Identify students who need additional

support, utilizing multiple data sources

• Ensure access to intensified learning
• pportunities for identified students

45

Stu Student dent suppo upport t str tructures uctures an and d intensif ensification ication str trat ateg egies ies

It will be evident that intensification strategies are being used effectively when:

• Schools and districts have a protocol for

collecting and analyzing data to identify and assign students to appropriate support structures

• Schools have a comprehensive

constellation of support structures based on the anticipated learning needs

• f struggling students

46

Sum ummativ mative e as assess ssment ment dat ata

To ensure an effective use of summative assessment data, leaders and teams of leaders must:

• Analyze the structure and context of summative

assessments, and disaggregate the data reflecting performance of subpopulations and content topics as input for instructional planning and improved student learning

• Ensure that teachers understand summative

assessments and can interpret the data

• Create opportunities for professional development

based on learning gaps the disaggregation of summative assessment data identify

47

Sum ummativ mative e as assess ssment ment dat ata

It will be evident that summative assessments are shaping student performance when:

• Teams of teachers collaboratively review

summative assessment data and use the data to plan curricular and instructional adjustments

• All summative assessments used to

monitor student performance and program effectiveness are tightly aligned with the mathematics content being taught

48

Prof

• fessional

essional Le Lear arning ning

To ensure that there are extensive and ongoing

• pportunities for teachers to enhance their own

professional learning and to build their capacity to reach all students, leaders and teams of leaders must:

• Recognize the diversity of skills
• Provide differentiated learning experiences while

maintaining an identified focus

• Capture and monitor teacher learning outcomes
• Introduce and reinforce purposefully selected

new learning

• Reflect on failures and successes
• Disseminate new learning

49

Prof

• fessional

essional Le Lear arning ning

It will be evident nt that t professional sional learning ning is effectiv tive when: :

• Ou

Outcome mes s for professio sional nal learning ing are related d to mathe hematic matical al content t knowle wledg dge, e, pedago gogical ical knowl wledge dge, , and specializ ialized d content nt knowl wledge dge

• Peer dialo

logue ue and d feedback ck suppo port t classroom

• m endeavors
• Collegial

ial sharing ring of learning ning experience riences occurs s inside ide and

• utside

ide the school

• All

All teache hers s partic ticipa ipate in professio sional nal learning ing opportu tunities nities

• Teams predic

dicat ate learning ing opportuni unities ties on what t they know w from research ch-af affirmed irmed best practic tices s for professio sional nal developme pment nt

• Teachers

s have data-inf informe

• rmed

d conversations ations with th colleagues ues about what at is work working ing and what t is not

• t working

working in order to ensure e that all stude dent nts are achie ieving ving

50

Col

• llabo

laborativ rative e St Structures ructures

Adminis inistrativ trative e team ams focus us on those se priori ioritie ies s that imple lement ment the visi sion

• n of

f the organi ganizati zation.

• n.

Acad ademic emic team am lead ader ers su suppor pport the imple lement mentation ation of f inst structi ructional nal pract ctice ices s wh while working rking wi with th grade ade-le level el or course se-sp spec ecif ific ic collabor laborati ative e teams.

• s. These

se teams s collabor laborati atively ely ident ntif ify y learning rning targets, gets, plan n meaningful ingful less sson

• ns

s that promo mote st student ent learning, ning, creat ate common mon ass ssess ssment ments, s, analy alyze e st student dent work rk, , and d su suppor port ea each oth ther er in making king improveme ements nts th that t rais ise e st student ent achie ievement.

• ent. Collabora

laborativ ive st struct ctur ures s are necessar ssary y to creat ate and su suppor pport t changes anges in sc schools

• ols and dist

strict ricts. s.

51

Col

• llabo

laborativ rative e St Structures ructures

To e ensure re that t there are robust, t, wel well-func functio tioning ning collaborativ ative structures, ctures, leaders s and teams ms of leaders must: :

• Cultiv

ivat ate a profess ssional ional cultur ure of tra ransparency sparency, , collaboration, ation, and mutual ual respect t within hin every school and mathe hematics matics department ment

• Ensure that distr

tricts icts or schools establis ish h admini inistr trativ ative teams s that t lead the development ment, , implementation, mentation, and monit itorin ring g of a visio ion n of teaching hing and d learn rning ing throug ugho hout ut the system m

• Establish

ish acade demic mic leader teams that develop, p, imple leme ment nt, , and monit itor the effectiv ive e teaching hing pract ctices ices and d district trict policies cies that deliver r the visio ion n througho ughout ut the system m

• Establish

ish grade-le level or course-spe specif cific ic teache her teams that functi tion n as the engines nes for change ge in schools and d distric ricts ts

52

Col

• llabo

laborativ rative e St Structures ructures

It will l be be eviden ent t that t implemen plementat tation n of collabor laborativ ative e structu ructures res is happen ening ing when:

• All stak

akehold eholder ers s know the vision ion and can arti ticulat ulate it

• Teams

ms discuss uss asses essment sment results sults and creat ate e action

• n

steps eps to improve e student udent learnin rning

• Stud

uden ent t achievemen ement t goals ls are met et and re- esta tablis blished ed for conti tinue ued d improvem emen ent t

• Teacher

hers s broaden, den, deepen en, , and enhance nce their ir inst nstruc ruction tional al practic ctices es

• Stud

uden ents ts’ level of engagement increases throughout the class ss period iod

• Teacher

hers s reques est t profess ession ional al learning rning oppor

• rtuniti

tunities es

53

Col

• llabo

laborativ rative e St Structures ructures – p. . 51

Teams of leaders launch, ch, nurtur ure, , and d suppo port t these teache her r teams s as they: :

• Ident

ntify ify and d define ne the learn rning ing targets rgets for every y uni nit

• Estab

ablis ish h common

• n assessmen

ents ts

• Work

rk collab labora

• rati

tively ly to incor

• rpora
• rate

e meaning ningful ful math thema ematic tical tasks that t enab able le student ents to develop the habits ts of mind d of the Stan andar dards ds for Mathe hema matic tical al Pract ctice ice

• Provide

e ampl mple e opportu tunities ties for students ents to discus uss, s, collab laborat

• rate,

e, and d collecti ectively ly build d their r unde dersta tanding ding

• Ident

ntify ify the formativ tive e assessments ents for teac acher ers to use during ing the lessons ns

• Plan

n how to respond nd when n stude dent nts have not

• t been

n succe cessf ssful ul and d antic ticipa pate e providing ing opportun tunitie ties for students ents who have demonstra nstrated ed master ery y early ly

• Target

rget lesson plans based on students’ individual understanding

• Reflect

ct on the unit, it, based d on assessmen ent t results, lts, and d take e appropriat riate e acti tion

• n

54

Coa

• aching

hing

To ensure re that t knowl wledg edgeab able le and traine ined d coaches s suppo port t instruct tructio ional nal improvement ment and professional sional collaborat ratio ion n in every school, , leaders and teams s of leaders s must: :

• Advocat

ate for the critic tical al role of mathe hematics matics coaches s

• Define

ne the respons nsibil ibiliti ities of coaches s and prot

• tect

ct their ir

• pportu

tunities nities to carry out these responsib sibilities ilities

• Provide

ide coaches s with h profess ssional ional learning rning opportu tuni nities ties that t strengthen then mathematical hematical content nt and pedag agogical gical knowl wledg edge whil ile providing viding appropriat priate informa matio tion n on gathering, ring, analyz lyzing ing, , and interpret preting ing data a

• Deploy coache

hes strateg egical ically ly in schools, s, ensuring ring that t the number r of schools s receiving ving suppo port is realistic stic and based

• n the number of coaches

s

• Provide

ide opportuni unities ties for mathe hematics matics coache hes s to collaborat ate regularly rly and share their r expertise, tise, experience iences, s, and best pract ctic ices s

55

Coa

• aching

hing

It will be eviden ident that t mathe hemat matics cs coach ches es are making ing a differe erenc nce e when hen they: y:

• Work

k with h teache chers s in and out ut of the e classr sroo

• om

m to imp mprove e mathe hematics tics achievem emen ent t

• Manage

ge and d regula ulate profess ession ional l developme elopment nt related d to mathe hematics tics content nt and d pedagogy agogy

• Manage

ge cur urricul iculum m and instructi structional

• nal resour

source ces s

• Moni

nitor

• r imp

mplem lemen entat ation ion of an aligned ned math them emati tics cs cur urricu culu lum m

• Maintain

tain and d provi vide de best st instruc ructi tional

• nal practice

ice resear earch ch for teache chers s

• Bui

uild d collabo abora rativ tive e teams ms and d netw etworks ks invol

• lving

ving teache chers, s, administ inistrat ator

• rs,

s, cur urric iculum m coor

• rdinat

dinator

• rs,

s, math them emati tics s speciali ialist sts, s, and mathe hemat matics cs coaches

56

Shared ared Prod

• ductiv

uctive e Cul ulture ture

A strong ng shared red product uctive e culture ure exists ists when there ere is: Commi mmitme tment nt to success ss and to social ial justice tice—Leader Leaders s must st design, ign, implemen lement, t, and evaluat uate all compone

• nents

nts

• f the K–12 mathematics

thematics program gram to ens nsure ure teac acher her effectiv tiven eness ess and success ess for all stude udent nts.

• s. In a c

culture ture

• f success

ess with th a commitmen mitment t to social al just stic ice, e, every y stud uden ent t will l grad aduat uate from m high h school

• l with

h the proced edural ural and nd conc nceptual ptual math them ematics atics kno nowled ledge ge necessa ssary y for future ure workf rkfor

• rce

e train aining ing and college lege academic emic course sewor

• rk.

. Additi tionally

• nally,

, they will l have exper pertise tise and confidence dence to understand stand and address ress pressing ssing issues sues in their ir commun munit ity y and in the larger ger world rld. .

57

Shared ared Prod

• ductiv

uctive e Cul ulture ture

A s A strong

• ng shared

ared prod

• ductiv

uctive e culture ture exists ists when en there ere is: Accoun

• untab

abili ility—Le Leade aders s mus ust t hold ld teache achers s and d other her stak akehold holder ers s accoun countab able le to mak ake e decisi cisions

• ns that

at suppo pport t the e share red d visio ion n of teach aching ing and d learning arning mathe athematics.

• matics. Teacher

achers s must st feel eel valu valued ed and d comf mfor

• rtab

able le with th peer eer obser servati ations ns and d inqui uiri ries s into

• personal

sonal practice.

• actice. In a share

red d cultur lture of accountab countabil ility ity, leade aders s and d teach acher ers s recog cogniz nize personal sonal stren rengths gths and d weakne aknesse ses s and d embrace brace the e need ed for r conti ntinuou nuous s impr mproveme ment nt and d prof

• fessi

essional nal learn arning ing.

58

Shared ared Prod

• ductiv

uctive e Cul ulture ture

A s strong

• ng shared

ared prod

• ducti

uctive e culture ture exist ists s when en there ere is: Celebr lebration tion of accom

• mplis

lishm hmen ents ts—Lea Leade ders mus ust t help lp teache achers s recogn cognize ize students udents for r their eir perse severance rance and d acade ademi mic c succe cess, ss, no matt atter er how w small, all, in learn arning ing mathe athematics.

• atics. A s

A strong,

• ng, product
• ductiv

ive e cultur lture celebr lebrates es staf aff f inno novation ation and d student udent accom complis plishm hment nt while ile setting etting new w goals.

• als. The

e school hool commu mmuni nity ty recognize cognizes s and d celebrat lebrates s parents rents for r suppor pporting ting their eir children ildren and d the e school hool in the e pursu suit it of excelle cellence nce in mathe athemat matics ics for r all students. udents.

59

From m Le Leade aders, s, To Le Lead ader ers, s, For r Le Lead ader ers

In n othe ther r wor

• rds,

ds, It’s TIME pr provid ides es a detai a detailed led Math athemat ematics ics Ed Educat ucation ion Leader’s annotated to-do do an and d mo moni nitoring

• ring li

list st

60

ww www.m .mat athed edleade eadersh ship.org ip.org

Ne New w – Crossw

• sswalk

alk bet betwee een n PR PRIME IME an and It’s TIME with position papers and other NC NCSM SM resour sources. ces.

NC NCSM SM Resour sources ces to

• su

suppo pport It’s TIME

The PRIME Leadership Framework: Principles and Indicators for Mathematics Leaders (NCSM, 2008) It’s TIME Themes and Imperatives for Mathematics Education: A Leadership Framework for Common Core Mathematics (NCSM, 2014) NCSM Position Papers Series and other Resources Equity Leadership Every Leader ensures high expectations and access to meaningful mathematics learning for every student. Social Justice and Shared Productive Culture Accountability Celebration of Accomplishments Success and Commitment to Social Justice Supportive Conditions Shifts in Beliefs and Mindsets Vision Designated Leaders Improving Student Achievement in Mathematics–

• by Leading the Pursuit

for a Vision of Equity (#3)

• for Students with Special

Needs (#4)

• by Addressing the Needs
• f English Learners (#6)
• by Promoting Positive

Self Beliefs (#7)

• by Expanding

Opportunities for Our Most Promising Students in Mathematics (#9)

• by Expanding Learning

Opportunities for the Young (#10)

• NCSM Position papers are supporting

documents for issues in mathematics education based on research.

– Our Position – Research That Supports Our Position – NCSM Leader Actions – List of References

Cal all l to ac action ion – As a Le s a Leade ader r us use e All ll Avai aila lable le NCSM SM Posi sition tion Pap aper ers

Coa

• aches

hes Cor

• rner

ner - up updat dated ed

New New Feature ature !! !!

Th The Bott ttom

• m Li

Line

Identify entify a ne need ed or r a g gap. p. Rea ead d the e sec ectio ion n in n It’s TIME. Se Sele lect ct an n ini nitiativ iative. e. Do it. Do it ri right. t. Do it mo more. re. Do it it bet better er. Do it co coll llaborativ borativel ely. Ins nstitu tituti tionalize

• nalize it at high le

level els s of impac pact. t. Se Sele lect ct an another her in init itiativ iative. e.

68

Now It’s Your Tur urn:

• Use

e th this s next xt week ek as as a ch a chan ance ce to reflec lect t an and pla lan

• Use

e th this s week eek as as a cha a chance nce to co colla llaborat borate e wi with th li like-min minde ded d co coll lleagu eagues es

• Use

e th this s week eek as as a a ch chan ance ce to be begin n your ur 2014-20 2015 5 to-do do li list

• Vision?

ion? Materials erials and Resour

• urces

es?

• Student

udent sup uppor port? ? Assess sessmen ments? ts?

• Colla

llaborat borativ ive e structu ructures? res? Coac achin hing? g?

69

A Call to Action for Mathematics Leaders

August 28, 2014 Steve Leinwand Suzanne Mitchell www.mathedleadership.org National Council of Supervisors of Mathematics (NCSM)

It’s TIME to LEAD