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Poway Unified School District. A TK-5 Model of District Wide Support for Teaching and Learning Math. Session Goals. Share a TK-5 Model of Sustainable Math Leadership Experience a High-Leverage Instructional Strategy in Math Aligned to Common Core Dialogue with Key People Within the Model. - PowerPoint PPT Presentation

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Poway Unified School District

Poway Unified School DistrictA TK-5 Model of District Wide Support for Teaching and Learning Math

Cindy open with welcome. Each member introduces with name, position. Andy introduces himself last and launches into the next slide with the story of Valley. (2 3 minutes.)1Session GoalsShare a TK-5 Model of Sustainable Math Leadership

Experience a High-Leverage Instructional Strategy in Math Aligned to Common Core

Dialogue with Key People Within the Model

Andys story. I am a huge believer in the power of on-site, job-embedded coaching for teachers. We all know the research on transfer of training: as little as 5% of what teachers learn in off-site PD sessions makes it into their daily practice. But as much as 85% of new professional learning makes it into teachers daily practice when there is coaching support at the school to work with teachers in their classrooms with their students on problems of practice in their own world where they can get immediate support, feedback and problem solving help from a skilled coach working with them side-by-side.

Our school had experienced success working with a literacy coach on language arts instruction. When we went into P.I. and took the APS there were questions about math coaching. As a principal it was a moment I was waiting for.

So we hired a math coach (Andrea) and she and I met to review our student data and make a plan for supporting teachers in making changes to their practice. It also helped to couch this work in the CCSS, which were new to all of us. So my message to the staff was: heres a person who can help us make this transition and support you in your classrooms to get the results you want for your students.

As principal, most of my focus was on creating a school climate where our conversations about instruction were open, safe, and positive. I really had my eye on cultivating a collaborative and safe culture, that allowed Andrea to come in and do her excellent content and coaching work with the staff. I tilled the soil and prepared the ground, Andrea planted and watered the seeds.

3Valley Achievement GainsCST Math: Proficient & AdvancedOver two-year span:2nd grade: + 11% 3rd grade: + 17%4th grade: + 17%5th grade: + 15%Different grade levels hit their stride at different points but between 2010 and 2013 these were some highlights in student gains in math on the CST. Andrea will identify Number Talks as a starting place for Valley and a high leverage practice.4Number Talk

Andrea will describe a Number Talk, highlight some mathematical practices and introduce Lani. Handout provided of 8 MPs. Link Number Talk video to the pic on this slide. Lani facilitate. Number Talk is 15 minutes including 5 minutes to discuss Mathematical Practices. 5 minutes for video. This slide is a total 20 25 minutes.5Table Talk

In what ways do you see evidence of teachers and students engaging in math discourse in your classrooms and schools?10 minutes for participants to talk. Process out. Andrea facilitate.6Building Sustainable Teacher Math Leadership:Layers of InteractionStudent/TeacherSite Math Teacher Leaders, Principals, CoachesPUSD TOSA, Math Consultants, PUSD LSS Leaders, and UCSD

Click for animations first circle:In the Poway Unified School District, we recognize that the interaction between the student and the teacher is central in affecting learning outcomes. That is why, in the concentric circle model you will see here, the teacher and student are at the core. All research indicates that a teacher with high levels of knowledge for teaching mathematics is critical this dynamic. Therefore, our efforts focus on building highly knowledgeable math teacher leaders, like Olivia ODonnell, who can, in turn, impact the knowledge and practice of their colleagues. We also recognize the situated nature of the teacher within social and policy contexts and therefore attempt to navigate these territories strategically.

Click for animation second circleAs we designed our model of internal teacher math leadership, we structured layers of interaction to mediate the activity occurring between the student and the teacher. In this model, people who directly interact with teachers and students in the classroom are in the circle that touches the core. These people include 2 math teacher leaders at each school, principals, and coaches who work to support classroom curriculum and instruction and facilitate interaction between teachers within and across schools. One element that makes this model different from other coaching models is the way we expect these leaders to cultivate collaboration. (click for animation)

Another feature of this model which is essential is the emphasis on extensive high quality professional learning opportunities for the leaders in the second layer.

Click for animation third circle

The third layer of interaction includes people who work primarily to support the leaders: Lynne Haman is our math TOSA and focuses on supporting the development of curriculum and assessment, I am one of the outside consultants hired to facilitate comprehensive professional learning for the leaders both inside and outside the classroom, Cindy DeClercq represents the district leaders who orchestrate the model and work closely with the principals, and finally, weare supported through a partnership with UCSD.

Although this model has only recently moved into its implementation phase, within and between the layers, teachers and coaches are already building professional networks (click 3 times). They are using technology and release time to reach across schools (click 3 more times) in powerful collaboration.

As we walk through the schools, a shift in math instruction, from a more traditional telling model to the more principled math instruction called for by the Common Core, is already emerging in classrooms. With teachers taking the lead, we envision a gradual release of outside support and the generation of a sustainable system of exceptional teacher math leadership, high quality math instruction, and high quality math learning.

7Orchestrating Professional Networks

Although this model has only recently moved into its implementation phase, within and between the layers, teachers and coaches are already building professional networks (animate). They are using technology and release time to reach across schools (animate) in powerful collaboration. (animate) These budding professional networks, nurtured by the supportive structures in this model, have developed organically and have potential to have lasting impact on how we interact around math instruction.

As we walk through the schools, a shift in math instruction, from a more traditional telling model to the more principled math instruction called for by the Common Core, is already emerging in classrooms. With teachers taking the lead, we envision a gradual release of outside support and the generation of a sustainable system of exceptional teacher math leadership, high quality math instruction, and high quality math learning.

8PUSDs TK-5 Math Collaboration Structure

Cindy D. give a brief explanation of the regional model and the two different types of schools defined by how they will be supported by the coach and how they will work together. Cindy D talk about how Mentor Sites identified themselves for consideration. Valley is in region 1 but, because they have been working on the math transition for 3 years already, will be work collaboratively with any schools across the entire region. Intro Cindy V. and Lani to talk about their roles and experiences as a mentor site principal and coach. Lani will also talk abut goals for her school and region. 10 minutes

Cindy introduce Lynne here. I have been serving as Math TOSA for 7 years. Six years ago I began offering 5 session courses on Number Talk to our elementary teachers. In the past 6 years we have had 15 Math Tlak TLCs training over 200 of approximately 600 elementary teachers in our district, approximately one third of our teachers. Some of these TLCs were site based where a large group of teachers at one site were trained. I also began offering Number Sense TLCs four years ago for our K-2 teachers. They are based on the Math Solutions books on ten frames and the hundred chart. We have offered 4 ten frames TLCs and 4 hundred chart TLCs, training about 1/3 of our primary grade teachers. These three TLCs laid the foundation for our current model and exposed teachers to the shifts required by the Common Core. (Lynne speak to this concept. Also speak to the role of DILs and PFLs.) (2 3 minutes)

This slide 15 minutes max.

9TK 5 Math Support5 Instructional Coaches

2 Teacher Math Leaders per siteDistrict Instructional Leader (Curriculum/Assessment)Site Professional Learning Facilitator

1 PUSD TOSA

Ongoing Access to Co-Created ResourcesUnits of StudyPacing GuidesPerformance TasksAssessments

Common Core Funding

Units of Study

One of my tasks this year was to work with our math instructional leaders to develop units of study and common assessments across grades TK 5. WE worked for 2 days in the summer to complete our first unit. All math resources and support are posted on Math Central, part of our learning management system. (3 minutes)11Table Talk

What structures are in place for you to build upon and expand or create a model of teaching and learning math in your schools/district? What are the obstacles and how would you overcome them?Cindy V facilitate. 12

What are your assets that could help you begin? PUSD looked for the readiness of coaches and school sites. Purposeful grouping of regional teams-considered current initiatives, timebanking schedules, geographic locations, established partnerships, etc13

Panel facilitates.14

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