1. Missouri Elementary Mathematics Leadership Academy Larry Campbell (larrycampbell@missouristate.edu) larrycampbell@missouristate.edu Terry Goodman (goodman@ucmo.edu) goodman@ucmo.edu

2. Missouri Elementary Mathematics Leadership Academy Founded on the following premises: Classroom teachers are the persons most responsible for creating an environment that supports student learning. Elementary teachers’ mathematics content knowledge has a significant effect on their ability to teach mathematics Teachers benefit most from professional development that is on-going, school-based, and that includes mentoring from Master Teachers

3. Missouri Elementary Mathematics Leadership Academy Two-week summer content Academies - focus on enhancing teacher content knowledge (number and operations; geometry and measurement) Week three focus on connecting teacher knowledge to growth in student understanding (Growth Points Inventory Workshop) and academic year PD planning Academic year professional development follow-up activities

4. Missouri Elementary Mathematics Leadership Academy Master Teachers (MTs) 90% were K-8 teachers (rest were math/math ed faculty) Recruited and organized by Co-PIs Responsible for writing and teaching content lessons

5. Missouri Elementary Mathematics Leadership Academy Process for Creating Lessons MTs and Co-PIs identified number/operations and geometry/measurement as key strands in the elementary curriculum MTs and Co-PIs identified “big ideas/core concepts” for each strand Small group of MTs formed a Writing Group that developed initial drafts of the lessons

6. Missouri Elementary Mathematics Leadership Academy Format of the Lessons Each lesson built around one or more “big ideas” Lesson activities were hands-on explorations (mostly in small groups) Pedagogical issues/questions arose naturally

7. Missouri Elementary Mathematics Leadership Academy Teaching the Lessons 8 teams of 20+/- teachers with 4-5 MTs leading a team Sought to create a challenging, yet supportive environment for the participants (teachers indicated they were “stretched, but felt safe”) Teachers were learning in an environment that we would want them to create for their students

8. The instructional practices and assessments discussed or shown in this presentation are not intended as an endorsement by the U. S. Department of Education.