1. 01.1 WELCOME TO COMMON CORE HIGH SCHOOL MATHEMATICS LEADERSHIP SCHOOL YEAR 2015-2016 SESSION 1 16 SEPTEMBER 2015 EMBARKING ON A LEADERSHIP JOURNEY

2. 01.2 TODAY’S AGENDA  Overview of the Year  Perplexing Parallelograms  Modeling Mentoring Conversations  Essential Understandings for High School Geometry  Exploring the PRIME document  Closing remarks

3. 01.3 ACTIVITY 1 GOALS FOR THE YEAR

4. 01.4 ACTIVITY 1 GOALS FOR THE YEAR  Extend our investigations into high school Geometry content with CCSSM  What does a transformational approach look like in high school?  What other topics should be included in a high school Geometry curriculum, and how might a transformational approach influence the teaching of those topics?  How can we transform our teaching of Geometry in high school to better support students in reasoning and sense making?

5. 01.5 ACTIVITY 1 GOALS FOR THE YEAR  Continue our exploration of the eight Effective Mathematics Teaching Practices in Principles to Actions.  What do the eight MTPs look like in practice?  How does using the eight MTPs influence my students’ opportunities to learn?  How can we give feedback on teaching that touches on math content, math practices, and pedagogical practices?  How can I share my teaching in ways that invites critical colleagueship?

6. 01.6 ACTIVITY 1 GOALS FOR THE YEAR  Develop our leadership capacity related to CCSSM content, practices, and P2A pedagogy  Have productive conversations with colleagues about teaching  Advocate with colleagues and administration for changes to curriculum and teaching practice  Pursue independent leadership initiative to effect real change in your district 1. Establish mathematics goals to focus learning 2. Implement tasks that promote reasoning and problem solving 3. Use and connect mathematical representations 4. Facilitate meaningful mathematical discourse 5. Pose purposeful questions 6. Build procedural fluency from conceptual understanding 7. Support productive struggle in learning mathematics 8. Elicit and use evidence of student thinking

7. 01.7 ACTIVITY 1 GOALS FOR THE YEAR What we will do  Provide you with good geometry content with which to engage  Model and support having meaningful conversations about teaching  Use a math teacher leadership framework to situate our work  Create opportunities to share your teaching and leadership in the broader teaching community What you will do  Do good mathematics with your kids in your classroom!  Collect data about your teaching and your students’ learning and analyze that data  Design and engage in a leadership initiative within your building/district  Share your work with the broader teaching community

8. 01.8 ACTIVITY 2 PERPLEXING PARALLELOGRAMS FROM NCTM ILLUMINATIONS AND NCTM ESSENTIAL UNDERSTANDINGS FOR GEOMETRY GRADES 9-12

9. 01.9 ACTIVITY 2 PERPLEXING PARALLELOGRAMS  Construct a parallelogram of your choosing. Draw one of the diagonals.  Choose a point along the diagonal of the parallelogram and label it P.  Through P, draw two line segments, one parallel to each pair of sides. (Use appropriate tools strategically.)  These two segments will divide the parallelogram into four smaller parallelograms (A-D). 1. Measure the base and height and calculate the area of each of the four parallelograms. 2. What observations can you make? 3. What changes when you use a different point along the diagonal? 4. What changes when you use a different starting parallelogram? You are welcome to use Geogebra or a similar tool to explore.

10. 01.10

11. 01.11 ACTIVITY 3 MODELING MENTORING CONVERSATIONS

12. 01.12 ACTIVITY 3 MODELING MENTORING CONVERSATIONS  Imagine that you were a peer observer for the lesson you just experienced. What aspects of the lesson would you want to discuss in a debriefing conference with the teacher…  About the mathematics content?  About the Standards for Mathematical Practice?  About the pedagogy (and the eight effective mathematics teaching practices)?  Identify two to four ideas that you’d like to either reinforce or refine in a conversation with the instructor.

13. 01.13 ACTIVITY 3 MODELING MENTORING CONVERSATIONS  Lenses to Focus the Conversation  Take notes while observing about what the students are doing and what the teacher is doing  Use one or more of our lenses (math content, SMP, big ideas, P2A teaching practices) to identify themes for the conversation  A Tool to Facilitate the Conversation  Instructional Conference Protocol (ICP)

14. 01.14 ACTIVITY 3 MODELING MENTORING CONVERSATIONS  CCSSM content standards  Tasks, student work, discourse  Lesson Observation Tool to assess cognitive demands  CCSSM Standards for Mathematical Practice  “Look fors” for students and teachers  NCTM Essential Elements and Big Ideas  Descriptors in the Essential Elements book  Principles to Actions Effective Mathematics Teaching Practices  Teacher and student action tables  Productive and unproductive belief tables

15. 01.15 ACTIVITY 3 MODELING MENTORING CONVERSATIONS  Five phases of an instructional conference:  Launching  Reflecting  Reinforcing  Refining  Reflecting

16. 01.16 Phase I – Launching the Discussion Mentor sets the tone and clearly states expectations for the conference. Phase II – Reflecting on the Lesson Mentor listens while teacher shares what went well & what didn’t. Mentor then focuses discussion on areas of reinforcement and refinement. Phase III – Reinforcing Effective Practice Mentor uses evidence to highlight positive impact on student learning of one or two pedagogical moves displayed by teacher. Phase IV – Refining Practice Mentor uses evidence to highlight ONE move that, with refinement, will positively impact student learning. Specific refinement strategies are targeted and discussed. Phase V – Reflecting on the Conference Mentor asks teacher to summarize the reinforced moves and the move to be refined. Teacher summarizes follow-up action for pedagogical move to be refined. Privately, mentor reflects on conference. ACTIVITY 3 MODELING MENTORING CONVERSATIONS

17. 01.17 Phase I – Launching the Discussion Mentor sets the tone and clearly states expectations for the conference. Phase II – Reflecting on the Lesson Mentor listens while teacher shares what went well & what didn’t. Mentor then focuses discussion on areas of reinforcement and refinement. Phase III – Reinforcing Effective Practice Mentor uses evidence to highlight positive impact on student learning of one or two pedagogical moves displayed by teacher. Phase IV – Refining Practice Mentor uses evidence to highlight ONE move that, with refinement, will positively impact student learning. Specific refinement strategies are targeted and discussed. Phase V – Reflecting on the Conference Mentor asks teacher to summarize the reinforced moves and the move to be refined. Teacher summarizes follow-up action for pedagogical move to be refined. Privately, mentor reflects on conference. ACTIVITY 3 MODELING MENTORING CONVERSATIONS

18. 01.18 Phase I – Launching the Discussion Mentor sets the tone and clearly states expectations for the conference. Phase II – Reflecting on the Lesson Mentor listens while teacher shares what went well & what didn’t. Mentor then focuses discussion on areas of reinforcement and refinement. Phase III – Reinforcing Effective Practice Mentor uses evidence to highlight positive impact on student learning of one or two pedagogical moves displayed by teacher. Phase IV – Refining Practice Mentor uses evidence to highlight ONE move that, with refinement, will positively impact student learning. Specific refinement strategies are targeted and discussed. Phase V – Reflecting on the Conference Mentor asks teacher to summarize the reinforced moves and the move to be refined. Teacher summarizes follow-up action for pedagogical move to be refined. Privately, mentor reflects on conference. ACTIVITY 3 MODELING MENTORING CONVERSATIONS

19. 01.19 Phase I – Launching the Discussion Mentor sets the tone and clearly states expectations for the conference. Phase II – Reflecting on the Lesson Mentor listens while teacher shares what went well & what didn’t. Mentor then focuses discussion on areas of reinforcement and refinement. Phase III – Reinforcing Effective Practice Mentor uses evidence to highlight positive impact on student learning of one or two pedagogical moves displayed by teacher. Phase IV – Refining Practice Mentor uses evidence to highlight ONE move that, with refinement, will positively impact student learning. Specific refinement strategies are targeted and discussed. Phase V – Reflecting on the Conference Mentor asks teacher to summarize the reinforced moves and the move to be refined. Teacher summarizes follow-up action for pedagogical move to be refined. Privately, mentor reflects on conference. ACTIVITY 3 MODELING MENTORING CONVERSATIONS

20. 01.20 Phase I – Launching the Discussion Mentor sets the tone and clearly states expectations for the conference. Phase II – Reflecting on the Lesson Mentor listens while teacher shares what went well & what didn’t. Mentor then focuses discussion on areas of reinforcement and refinement. Phase III – Reinforcing Effective Practice Mentor uses evidence to highlight positive impact on student learning of one or two pedagogical moves displayed by teacher. Phase IV – Refining Practice Mentor uses evidence to highlight ONE move that, with refinement, will positively impact student learning. Specific refinement strategies are targeted and discussed. Phase V – Reflecting on Conference Mentor asks teacher to summarize the reinforced moves and the move to be refined. Teacher summarizes follow-up action for pedagogical move to be refined. Privately, mentor reflects on conference. ACTIVITY 3 MODELING MENTORING CONVERSATIONS

21. Break

22. 01.22 ACTIVITY 4 ESSENTIAL UNDERSTANDINGS IN GEOMETRY

23. 01.23 ACTIVITY 4 FOUR BIG IDEAS & ESSENTIAL UNDERSTANDINGS  Read about the four Big Ideas and Essential Understandings on pp. 7-8.  Which of the Big Ideas and Essential Understandings did you see in the lesson we engaged in earlier?

24. 01.24 ACTIVITY 4 FOUR BIG IDEAS & ESSENTIAL UNDERSTANDINGS Another layer of ideas? Come on now…  Too often in mathematics, we move from lesson to lesson and unit to unit without strong connections between the ideas (especially from a student perspective)  The idea behind Essential Understandings was to identify the key threads in a strand of content that should endure across lessons and units

25. 01.25 ACTIVITY 4 FOUR BIG IDEAS & ESSENTIAL UNDERSTANDINGS To use the metaphor of a novel…  Individual standards are the words and paragraphs  Units are the chapters  Big ideas and essential understandings are the themes in the novel (which become more apparent as you continue to read)

26. 01.26 ACTIVITY 5 THE PRIME FRAMEWORK

27. 01.27 ACTIVITY 5 THE PRIME FRAMEWORK Leader  What actions does this leader take?  What inspires this leader?  What does this leader need to know? Self  What effect does the leader have on your actions?  How does the leader inspire you?  What effect does the leader have on your knowledge?

28. 01.28 ACTIVITY 5 THE PRIME FRAMEWORK Read pages 6-7. Consider the descriptions of Leadership of Self and Leadership of Others.  In what ways have you engaged in Leadership of Self?  In what ways have you (or do you want to) engaged in Leadership of Others?

29. 01.29 Stage 1: Know & Model Leadership of Self Stage 3: Advocate & Systematize Leadership in the Extended Community Stage 2: Collaborate & Implement Leadership of Others

30. 01.30 ACTIVITY 5 THE PRIME FRAMEWORK Four aspects of the PRIME Framework  Teaching and Learning  Equity  Assessment  Curriculum

31. 01.31  Read pp. 1-5 and 56-58 of the PRIME framework.  Using the categories of mathematics content, mathematics practice, and pedagogical practice, create a set of priorities for yourself for the fall semester related to Leadership of Self.  Finalize your proposal for a project related to Leadership of Others. Be sure to identify the component of the PRIME framework most closely associated with the proposal, and detail what you will do and a proposed timeline for doing it. ACTIVITY 6 HOMEWORK AND CLOSING REMARKS