1. Developing Master Teachers in Elementary Mathematics Arizona Master Teachers of Mathematics (AZ-MTM) Department of Mathematics, The University of Arizona Mathew D. Felton Mary Bouley

2. Purpose of AZ-MTM  Recruit and support 14 Master Teachers of Mathematics (MTMs) in elementary mathematics education  Participate in a 4½ year professional learning community  Receive an annual stipend  MTMs will then provide professional development and leadership at the school, district, and state levels  Promote high quality and equitable instruction  Serve as mentors  Participate in curriculum development  Participate in pre-service teacher education  Develop and implement professional development for in-service teachers  Take on leadership roles in their schools and/or districts Sixth Annual Noyce Conference7/07/2011

3. Who are the MTMs?  Teach grades 3-6 in Tucson area in a high needs school or district  Have a Master’s degree (in any field)  Strong background in mathematics  Degree in a STEM area, or  Evidence of advanced content knowledge in a STEM area  Demonstrate proficiency on the Arizona Educators Proficiency Assessment (AEPA)  Currently have 14 MTMs Sixth Annual Noyce Conference7/07/2011

4. Design Rationale  Goal of 14 MTMs  Provide differentiation and attention to individual development  Have a significant impact in Tucson and across Arizona  4 ½ year professional learning community  Change in identity from teacher to teacher leader  Often takes three years or more (Murray & Male, 2005) Sixth Annual Noyce Conference7/07/2011

5. Learning Opportunities  Analyze artifacts of practice (Ball & Cohen, 1999)  Participate in professional development that connects to practice (Schifter & Fosnot, 1993; Stein, Smith, & Silver, 1999)  Study research on teacher education and professional development (Borko, 2004; Cochran-Smith, 2003; Smith, 2005)  Study research on equity, mathematical discourse, English Language Learners, and cultural and community knowledge in mathematics education (Chval & Khisty, 2009; Civil, 2002; 2007; Khisty, 1997; Moschkovich, 2002; 2007) Sixth Annual Noyce Conference7/07/2011

6. Two Mutually Supportive Strands  Professional Development and Leadership  Primarily facilitated by the AZ K-12 Center and Pima County Schools  Focuses on professional development and leadership training  Mathematics Study Group  Primarily facilitated by UA mathematics education faculty  Focuses on mathematics education content knowledge, pedagogical knowledge, and research Sixth Annual Noyce Conference7/07/2011

7. Year 1 Year 5 PD/Leadership (summers, weekends) Mathematics Study Group (evening courses) Training Practicum

8. Year 1 Year 5 PD/Leadership (summers, weekends) Mathematics Study Group (evening courses) Training Practicum AZ K-12 Center

10. Year 1 Year 5 PD/Leadership (summers, weekends) Mathematics Study Group (evening courses) Training Practicum AZ K-12 Center Cognitive Coaching SM

12. Year 1 Year 5 PD/Leadership (summers, weekends) Mathematics Study Group (evening courses) Training Practicum AZ K-12 Center Cognitive Coaching SM Content Coaching Summer Leadership Institute Pima County Schools

14. Year 1 Year 5 PD/Leadership (summers, weekends) Mathematics Study Group (evening courses) Training Practicum AZ K-12 Center Cognitive Coaching SM Content Coaching Summer Leadership Institute Pima County Schools Systems Thinking PD Training 101 Proposal Based Individual and/or Partners Pre-Service Teachers Family/Community

15. Year 1 Year 5 PD/Leadership (summers, weekends) Mathematics Study Group (evening courses) Training Practicum AZ K-12 Center Cognitive Coaching SM Content Coaching Summer Leadership Institute Pima County Schools Systems Thinking PD Training 101 Proposal Based Individual and/or Partners Pre-Service Teachers Family/Community Content Strands Early Algebraic Reasoning Number and Operations Geometry and Measurement Data Analysis and Probability Themes Understanding Research National and State Standards Professional Development Equity and Diversity

16. Goals of Mathematics Study Group  Connect research to classroom practice (e.g., Chapin, O’Connor, & Anderson, 2003; Sowder & Schappelle, 2002)  Understand frameworks for teaching and learning mathematics (e.g., Ball, Thames, & Phelps, 2008; National Research Council, 2001)  Explicit attention to equity in mathematics education  Deepening MTMs’ mathematical knowledge Sixth Annual Noyce Conference7/07/2011

17. Last Semester  Early Algebraic Reasoning  Thinking Mathematically Carpenter, Franke, & Levi (2003)  Research and practitioner oriented articles  Discuss how MTMs’ have integrated ideas into their teaching  Family/community connections to the mathematics classroom  Student interviews Sixth Annual Noyce Conference7/07/2011

18. Student Interviews  Videotaped interview of two students  An opportunity to…  learn about student thinking, not to teach or asses  get a “close up” view of early algebraic reasoning  practice focusing on student thinking  MTMs designed tasks/questions to focus on some aspect of algebraic reasoning  Present findings and selected clips to the Teacher Study Group Sixth Annual Noyce Conference7/07/2011

19. An Example: The Trapezoid Problem  Completed in Teacher Study Group  Discussed in a class reading (Blanton & Kaput, 2003)  How many people can sit if there are…  Two trapezoids,  14 trapezoids,  127 trapezoids,  n trapezoids?  How do you know?  Can you come up with multiple solutions? Sixth Annual Noyce Conference7/07/2011

20. Questions/Discussion Sixth Annual Noyce Conference7/07/2011