1. Professional Development Opportunities for the New Math Standards

2. Session Action Plan  Survey session participants’ beliefs and needs regarding professional development  Provide overview of the Statewide Professional Development for Effective Mathematics Instruction plan  Conduct sample professional development activity from Center on Instruction  Collect session participants’ input

3. Professional Development Survey What are your thoughts? Please respond to questions 1-3 and discuss with others at your table.

4. Professional Development Survey General Questions 1.What are three elements of effective professional development? 2.If you were attending a PD session for effective math instruction, what components would you want it to include? 3.What are the barriers to transferring what is learned in professional development sessions back to the classroom?

5. Professional Development Survey Math-specific Questions 4.At your particular grade level, what mathematics concepts do your students struggle with most? 5.If you participated in a PD session focused on working with the new math standards, what type of follow up would you need?

6. Statewide Professional Development Plan Broad considerations  New standards in Mathematics and Science  Model for future professional development around new content standards in other areas  Part of overall Diploma requirements implementation  Bottom line-increased student achievement

7. Goals for Professional Development What are the goals and objectives for this professional development?

8. Goals for Professional Development A statewide professional development plan must:  Help teachers at every level understand their role in helping students meet the new diploma requirements  Provide support and training for educators in using new math standards, other content areas  Build in sustainability and transferability

9. Objectives for Professional Development These professional development sessions must:  Be based on latest research on effective instruction and assessment  Emphasize instruction of essential skills and STEM connection  Provide clear explanation of transitions between grade levels in new math standards  Make direct connections between professional development session content and classroom experiences

10. Objectives for Professional Development (continued)  Include comprehensive approach to assessment: formative assessments, work samples, and OAKS  Include variety of learning opportunities around sample lessons and effective instructional strategies  Include specific strategies for preparing students for Algebra I level and above course work  Include strategies for continued professional development through local professional learning communities

11. Strategic Partners Who are the strategic partners?  Northwest Regional Education Laboratory  Other ODE offices  ESDs  Higher Education (including colleges of education)  Professional organizations  Curriculum directors  Teachers  Business community  Others

12. Strategic Partners An advisory group will need to:  review input gathered to date (including survey from this session)  finalize implementation plan  review & identify need for additional materials  identify milestones and set timelines  finalize roll-out strategy  formulate follow up and evaluation plan

13. Implementation Considerations  Use of “train the trainer” model  Appropriate segmenting of sessions (e.g., grades K-2, 3-5, 6-8, etc.)  Communicating professional development plans and session dates  Mapping out effective follow-up to sessions through webinars, videoconferencing, etc.

14. Short-term Plan for New Math Standards What about the new K-8 math standards adopted in December 2007?

15. Short-Term Plans: Information sessions focused on new K-8 math standards Sessions will address:  crosswalk document linking 2002 math standards to 2007 standards  implications for instruction and assessments Sessions will be offered:  face-to-face and through webinars and videoconferencing  October 2008-January 2009

16. Statewide Professional Development Plan What might one of the Effective Mathematics Instruction professional development sessions look like?