Richard Slonaker Electronic Portfolio

Table of Contents Introduction …………………………………..page 3 ELCC Standards …………………………….page 4 Artifact #1 ……………………..……………...page 5 Explanation and Reflection (Artifact 1)…….page 6 Artifact #2 …………………………………….page 7 Explanation and Reflection (Artifact 2)…….page 8 Artifact #3 …………………………………….page 9 Explanation and Reflection (Artifact 3)…….page 10 Artifact #3 …………………………………….page 11 Explanation and Reflection (Artifact 3)…….page 12

This portfolio serves as a vehicle to share specific tasks I have accomplished in my time with the Pittsburgh Public Schools. My goal in the district has been to provide a rigorous core curriculum that will be implemented with fidelity in all schools. The board of directors charged a selection committee with the task of selecting instructional materials that will meet the needs of all students in the district. The artifacts in this document provide an overview of the final program recommendation and the data that helped drive the recommendation to the school board. Professional development is also a critical component of our program. As mathematics supervisor I have managed and implemented the professional development plan for secondary mathematics. The artifacts in this document show a sample of the various PD offerings available to district staff and data derived from these offerings. Introduction

ELCC Standards Addressed  2.2 Provide Effective Instructional Program (District Leadership)  a. Candidates demonstrate an understanding of a variety of instructional research methodologies and can analyze the comparable strengths and weaknesses of each method.  b. Candidates are able to use qualitative and quantitative data, appropriate research methods, technology, and information systems to develop a long-range plan for a district that assesses the district’s improvement and accountability systems.  c. Candidates demonstrate the ability to use and promote technology and information systems to enrich district curriculum and instruction, monitor instructional practices, and provide assistance to administrators who have needs for improvement.  d. Candidates demonstrate the ability to allocate and justify resources to sustain the instructional program.

“Vertically aligned programs assist with student transitions and support achievement” (Dr. Uri Triesman, U. of Texas, Charles Dana Center) Artifact: Standard 2.2 Recommendations to the School Board Pre-K EDM3 Pre-K EDM 3 offers the hands on approach needed in an effective preschool program to build number sense. Basal support is not appropriate at this grade level. Elementary K-5 enVisionMATH (core) Pearson-Prentice Hall Procedural / Basal component EDM3 (supplement) Wright Group, McGraw Hill Inquiry-based Component Middle School 6-8 Prentice Hall (core) Pearson, Prentice Hall Procedural Component Connected Math 2 (core) Pearson, Prentice Hall Inquiry based Component

Artifact Explanation, Reflection, and Implications for Future Learning Explanation of artifact: The instructional materials review committee recommended two programs for the elementary level and two programs for the middle grades level. At the elementary level one program (enVISIONMATH) will serve as the core program, while EDM3 will serve as the supplement. At the middle grades level the two programs, Prentice-Hall Mathematics and Connected Math 2 will be blended and used equally. It is important to note that the instructional materials review committee was charged with the task of selecting a program, or programs, that will best serve the students of the district, and that the program is not the curriculum. Over the next two years the district will write the curriculum that will drive the instruction in the district. Artifact Reflection: This is one slide from the presentation given to the school board. This presentation provided an overview of the process, including session descriptions, final programs considered, rating rubrics, and the deliberations process. Implications for Future Learning: The Pittsburgh Public Schools have been embroiled in the ‘math wars’ for over ten years. This selection process was stalled at times due to this long term warring, but in the end the openness of the process and the impartiality of the curriculum office enabled the committee to deliberate freely and to reach a decision that all could agree upon. In the future I will strive to keep lines of communication open.

Artifact: Standard 2.2 Results of Public Polling Date of Polling Tally2/22/2008 Polling GroupParentComm. Mem.TeacherAdmin.Totals Houghton Mifflin, Math Expressions K Wright Group, EDM3 PreK Harcourt, Saxon Math K Scott Foresman, Investigatrions Pre-K Harcourt, Math PA Version K SRA Real Math20305 Math Connects / Impact Math40105 Progress in Mathematics20002 Subtotals for Elementary Ballots Pearson, Connected Math McDougal Littell, Math Holt, Math in Context Harcourt, Saxon Math Holt, Middle School Math Glencoe, Math Connects Prentice Hall Mathematics21306 Wright Group EDM & U. of Chicago Math12317 Subtotals for Elementary Ballots Totals

Artifact Explanation, Reflection, and Implications for Future Learning Explanation of artifact: Hundreds of teachers and parent expressed interest in serving on the instructional materials review committee. This committee was charged with making a recommendation to the school board concerning which program will be used in the Pittsburgh Public Schools in the upcoming years. Since board policy states that text selection committees should be limited to twelve members, selections were made from those who expressed interest. To allow all stakeholders to participate in the selection process, public polling of materials took place for a two week period. This artifact displays the results of the public polling. Artifact Reflection: In a two week period a total of 106 stakeholders participated in the public polling process. Although this was able to narrow the selection of materials for committee consideration, the low turnout was disheartening. Implications for Future Learning: In the future I would like to see a more vigorous public polling process. Rather than limit the polling to two sites, I would like to see it take place at all school sites. This would provide better access to all stakeholders.

 2.4 Design Comprehensive Professional Growth Plans  a. Candidates demonstrate knowledge of adult learning strategies and the ability to apply technology and research to professional development design focusing on authentic problems and tasks, mentoring, coaching, conferencing, and other techniques that promote new knowledge and skills in the workplace.  b. Candidates demonstrate the ability to use strategies such as observations and collaborative reflection to help form comprehensive professional growth plans with district and school personnel.  c. Candidates develop personal professional growth plans that reflect commitment to life-long learning and best practices. ELCC Standards Addressed

Artifact: Standard 2.4 Brochure of Monthly PD Offerings

Artifact Explanation, Reflection, and Implications for Future Learning Explanation of artifact: Each month the PD department provides a calendar of PD offerings to all district staff. In addition, to help math teachers focus on the offerings specific to mathematics content, a brochure is published and distributed to all schools. Artifact Reflection: These brochures have been well received by the teachers. I have received feedback that the teachers appreciate a brochure that succinctly outlines the PD relevant to them. Implications for Future Learning: In the future, I would want to have the brochures posted on the district mathematics website. The website is used by all teachers and having the PD offerings posted will help to increase the dissemination of information. I would also like to offer an online registration component as opposed to using . Providing online registration would facilitate improved tracking and data collection.

Artifacts: Standard 2.4 Survey results from PD Offering

Explanation of artifact: Following each PD event the participants complete an online survey to provide feedback to the presenter and the PD office. This feedback helps to focus and drive future PD offerings. Artifact Explanation, Reflection, and Implications for Future Learning Implications for Future Learning: Providing PD is critical, but capturing real data and feedback from the participants is equally important. Sessions should address the needs of the adult learners. Sessions that do not meet theses needs should be revised or dropped. Artifact Reflection: The results of the feedback are shared with department supervisors and presenters and are reviewed and analyzed at the individual level. In the future I would like to bring the presenters together to review both the tabular feedback as shown in this artifact as well as the narrative feedback which accompanies the survey.