1. Where on the World Are You? Supporting & Developing School Based Math Teacher Leaders NCSM Conference, Washington DC April 21, 2009 Astrid Fossum, Mathematics Teaching Specialist, MPS, fossumag@milwaukee.k12.wi.us fossumag@milwaukee.k12.wi.us Lee Ann Pruske, Mathematics Teaching Specialist, MPS, pruskelx@milwaukee.k12.wi.us pruskelx@milwaukee.k12.wi.us Paige Richards, K-5 Math Specialist, SDSM, Richards.Paige@sdsm.k12.wi.us Richards.Paige@sdsm.k12.wi.us The Milwaukee Mathematics Partnership (MMP) is supported with funding from the National Science Foundation.

2. Mathematics FrameworkDistributed Leadership Teacher Learning ContinuumStudent Learning Continuum

3. In this session participants will… Deepen their understanding of the PRIME Leadership Framework as a tool to foster distributed leadership. Complete a self evaluation on the Teaching & Learning Principle. Analyze teacher biographies to gain insight on needs and support.

4. Role of Math Teacher Leader (MTL) Although some of you would prefer to call these positions “math coaches, ” I challenge us to emphasize that the primary focus of the MTL is “teaching” and “leadership.” As a result, the term Mathematics Teacher Leader, or MTL captures the objectives more directly than a math coach. The MTLs will be involved in teaching (approximately 20% of their schedule) and will be expected to facilitate ongoing conversations about improving the learning, teaching, and assessment of mathematics with their colleagues. March 2008, H. Kranendonk, Mathematics Curriculum Specialist

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

6. Teaching and Learning Principle Indicator 1: Every teacher pursues the successful learning of mathematics for every student. Indicator 2: Every teacher implements research informed best practices and uses effective instructional planning and teaching strategies. Indicator 3: Every teacher participates in continuous and meaningful mathematics professional development and learning in order to improve his or her practice.

7. Teaching and Learning Principle: Rubric and Reflective Questions Leadership of Self Stage 1: Know and Model What is my progress on the PRIME indicators for Teaching and Learning Leadership? I have no understanding and have taken no action. I have a basic understanding. I have deep understanding. I use my understanding to take action and model for others. Indicator 1: I pursue the successful learning of mathematics for every student. Indicator 2: I implement research-informed best practices and use effective instructional planning and teaching strategies. Indicator 3: I participate in continuous and meaningful mathematics professional development and learning in order to improve my practice.

8. Reflective Questions Indicator 1: 1) Based on the rubric, what specific actions support your self-evaluation? 2) What specific strategies could you use to advance your own leadership? Indicator 2: 1) Based on the rubric, what specific actions support your self-evaluation? 2) What specific strategies could you use to advance your own leadership? Indicator 3: 1) Based on the rubric, what specific actions support your self-evaluation? 2) What specific strategies could you use to advance your own leadership?

9. MMP School Learning Team Leadership Structure Math Teacher Leader Principal Literacy Coach 204 MTLs 60 Gr 8-9 204 MTLs 60 Gr 8-9 District Mathematics Leadership (MCS, MTS) IHE Faculty Mathematics & Math Education Other Key Teachers

10. Milwaukee Public Schools 209 schools 87,360 Students  2007-2008 percentage of students proficient/advanced in mathematics  Grade 4, 50%  Grade 8, 38%  Grade 10, 27% 4,793 Teachers

11. For improved student learning, Stage 1 leaders will: Develop and model knowledge about instructional strategies, tools, technology and best practices. Identify student populations in need of additional support and use strategies to help. Formulate and implement effective lesson planning. Identify areas for growth and engage in professional learning and reflective practices.

12. Stage 2 leaders will engage and facilitate teacher teams to: Identify and implement common curricular pacing and outcomes, and instructional strategies. Deepen their understanding of technology and mathematical content knowledge for teaching. Use reflection regarding mathematics content, pedagogy and assessment.

13. At the district, regional or provincial level, Stage 3 leaders will: Ensure implementation of plans for continuous improvement and best practice instruction for all students. Ensure implementation of current research informed practices and technology. Publically celebrate successes. Implement and support professional development for improved teacher growth.

14. Where on the World Are They? With a partner, read the teacher biographies and decide where each teacher might fit on the leadership grid. Please support your decisions with evidence from the biographies.

15. MTL Self Evaluation MTL Stage 1 Know & Model Stage 2 Collaborate & Implement Stage 3 Advocate & Systematize A X B X C X D X

16. MTL Self Evaluation MTL Stage 1 Know & Model Stage 2 Collaborate & Implement Stage 3 Advocate & Systematize A 1-C; 2-D; 3-D1-C; 2-D; 3-C X B 1-D; 2-D; 3-D1-B; 2-A; 3-B X C 1-D; 2-D; 3-D1-A; 2-B; 3-A X D 1-B; 2-B; 3-C X

17. Why use the PRIME Leadership Framework to self assess? Builds capacity Pinpoints leaders to assist with mathematics initiatives within the district Enables differentiated professional development Improves listening awareness and meets individual needs to make systemic change

18. 2008-09 Professional Development AugustIntroduction: Supporting Change, PRIME Leadership Framework SeptemberAssessment Principle, PRIME Leadership Framework OctoberAlignment of the Principles of Formative Assessment to the Learning Team Continuum of Work for Mathematics DecemberSystems Thinking JanuaryGuidelines for Implementation of a Formative Assessment System MarchConcerns Based Assumption Model AprilEffective Dissemination Strategies MayCBAM and Dissemination; a necessary connection for systemic reform PRIME Leadership Framework, goals and self assessments revisited

19. Identified Obstacles MTLs  Varying levels of support  Teacher and student mobility  Structural change  Limited understanding of curricular resources MTSs  MTLs with varying levels of understanding of their, role, MMP initiatives and reform goals  Accessibility to staff and students

20. Resources Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through assessment. Phi Delta Kappan, 80(2), 139-148. Johnson, J. (2000.) Leading Through Systems Thinking. Chartered Management Institute. Farmington Hills, MI: Gale Group. Marzano, R., Pickering D., & Pollock, J., (2001). Classroom Instruction that Works: Research Based Strategies for Increasing Student Achievement. Alexandria, VA: McREL. NCSM. (2008). The PRIME Leadership Framework, Principles and Indicators for Mathematics Education Leaders. Denver, CO: Solution Tree. Stiggins, R.J., Arter, J., Chappuis, J., & Chappuis, S. (2005). Assessment FOR Learning: An Action Guide for School Leaders. Portland, OR: Assessment Training Institute.

21. Where on the World Are You? www.mmp.uwm.edu Thank you for attending this session!