What is our vision of a quality mathematics program?

Imagine… Imagine a classroom, a school, or a district where all students have access to high-quality, engaging mathematics instruction.

Imagine Teachers Curriculum Technology Students Parents and Care Givers

Expectations What do we expect to see students doing in mathematics classrooms? Think, pair, share

Ideas for Improving Student Achievement Additional funding Smaller class sizes Higher teacher salaries Better facilities Stronger parental support Funding for conferences and workshops More access to technology More time Less accountability Lower poverty rates A collaborative culture in which teachers work together in teams to analyze student achievement Monitoring student learning on a frequent and timely basis through the use of formative assessments Assessment for Learning Strong parent partnerships based on open communication regarding the progress of students Meaningful and timely feedback Academic goals for every student that are clear and focused Common planning Interventions that give extra time and support to struggling students

Discussion How do we improve student achievement? Focus on what is in “our”boat?

Components of HETL Learning Climate Classroom Assessment and Student Reflection Instructional Rigor and Student Engagement Instructional Relevance Content Knowledge

Learning Climate

How do we respond to challenges? Efficacy Consciousness Craftsmanship Flexibility Interdependence Art Costa & Bob Garmston (Cognitive Coaching©)

Efficacy Knowing that I have the capacity to make a difference through my work, and being willing to take the responsibility to do so. (A CAN DO attitude)

Consciousness Knowing what and how I am thinking about my work in this moment, and being willing to be aware of my actions and their effects. (Being in the moment)

Craftsmanship Knowing that I can continually perfect my craft, and being willing to work toward excellence and pursue ongoing learning. (Being self-modifying, refining)

Flexibility Knowing that I have and can develop options to consider about my work, and being willing to acknowledge and demonstrate respect and empathy for diverse perspectives. (great sense of humor, can see things from other perspectives, multiple options, think outside of the box)

Interdependence Knowing that we will benefit from our participation in, contribution to and receipt of professional relationships, and being willing to create and change relationships to benefit our work. (Two heads can be better than 1)

5 States of Mind Mnemonic

ATP Resources

60 Minutes Interview with Captain Sully Sullenberger “I Was Sure I Could Do It” Watch the video clip. Look for specific clues to indicate his five states of mind as he deals with this enormous challenge. As you reflect, what might be some of the parallels that you can make to education?

Activity

Activity: What do you consider to be one of your “high” states of mind? Pick one state of mind and move to that area of the room. Take a minute to discuss that state of mind with your group members. As a group, design a poster with: A Symbol for your State of Mind A Song for your State of Mind A Slogan for you State of Mind

Introducing Professor Art Costa

A “Habit of Mind” is knowing how to behave when you don’t know the answer Through “Habits of Mind” we enable students to learn how to behave intelligently when confronted with problems.

Habits of Mind Persisting Listening with Understanding and Empathy Thinking about Thinking Questioning and Posing Problems Thinking and Communicating with Clarity and Precision Creating, Imagining, and Innovating Taking Responsible Risks Thinking Interdependently Managing Impulsivity Thinking Flexibly Striving for Accuracy and Precision Applying Past Knowledge to New Situations Gathering Data Through All Senses Responding to Wonderment and Awe Finding Humor Learning Continuously

Priorities? What would be the most desirable Habits of Mind for Math students?

Why develop Habits of Mind? Your thoughts and comments…

Mathematical Practices Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others Construct viable arguments and critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning

Effective leaders must help people envision, believe, understand, practice, receive feedback, and work collaboratively if they want classroom practice and student learning to improve.

In Closing… in the words of Haim Ginott I have come to a frightening conclusion… I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather.

As a teacher I possess tremendous power to make a child’s life miserable or JOYOUS. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal.

In all situations it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or de- humanized. -Haim Ginott Clinical psychologist, child therapist, parent, educator, teacher, and author