Professional Development in Challenged Environments Project: Making Mathematics Matter (PM³) A Model for Effective PD Conversations Among Colleagues March 21, 2009 Carolyn Siebers, Wayne Regional Educational Services Agency

Project’s Goal Demonstrate that professional development in mathematics can be successful in low socioeconomic, highly unstable environments—resulting in increases in participants’ content knowledge for teaching and their students’ mathematics achievement Demonstrate that professional development in mathematics can be successful in low socioeconomic, highly unstable environments—resulting in increases in participants’ content knowledge for teaching and their students’ mathematics achievement

The Districts District A District A –3 elementary schools –1 middle school –1 high school –62% English Language Learners District B District B –3 elementary schools –1 middle school (closed) –1 high school –1 alternative high school –99% African American 90 %+ socio-economically disadvantaged student body 90 %+ socio-economically disadvantaged student body

Professional Learning Community AKA PM3 Leadership Team PLAN DO STUDY ACT FORMATIVE ASSESSMENTS & RESEARCH

Philosophy of PD Whole district, systemic participation with LEA partner support Whole district, systemic participation with LEA partner support Opportunity to communicate with teachers from other similar environments Opportunity to communicate with teachers from other similar environments Long term, sustained, collaborative, school- based, linked to curricula, focused on student learning Long term, sustained, collaborative, school- based, linked to curricula, focused on student learning Plan, Do, Study, Act (Shewhart 1930s-40s) Plan, Do, Study, Act (Shewhart 1930s-40s)

Structure of the Institute teachers grades teachers grades 4-8 Monthly Institute sessions Monthly Institute sessions Team planned and taught Team planned and taught

Importance of Coaching Work at institute with teachers, return with them to classrooms (West & Staub) Work at institute with teachers, return with them to classrooms (West & Staub) Nurture collaboration through grade level meetings Nurture collaboration through grade level meetings Establish district curriculum for institute grade levels Establish district curriculum for institute grade levels

Learning for Mathematics Teaching with Comparison Group

Results: Implementation Effect Size Culture 0.80 Implementation 1.62 Content 1.95 Overall 1.79

Impact on Students

Essential Elements District-wide District-wide Long term Long term Collaborative Collaborative Administrative support Administrative support Content-focused coaching Content-focused coaching Mathematical knowledge for teaching Mathematical knowledge for teaching Focus on implementation and accountability Focus on implementation and accountability