Cultivating Leaders: Toyota Math and Technology Leadership Academy Dr. Janet Lynne Tassell, Dr. Rebecca Stobaugh, Dr. Marge Maxwell, & Terri Stice Western.

Cultivating Leaders: Toyota Math and

Technology Leadership Academy

Dr. Janet Lynne Tassell, Dr. Rebecca Stobaugh, Dr. Marge Maxwell, & Terri

Stice

Western Kentucky University

Children need to do what “real” mathematicians do – explore and invent for the

rest of their lives.

- Susan Ohanian, from Garbage Pizzas, Patchwork Quilts and Math Magic

Init

iati

ve

$500K for 3 years April 2010-April 2013 Professional development initiative

for elementary math

teachers of grades K-6

in the Bowling Green

Independent Schools

and Warren County Schools.

Init

iati

ve

Designed to improve

student and teacher

dispositions and beliefs, increase student learning, and

increase family involvement in math

and technology.

Desi

gn

3-year award encompasses

14 teachers: Three courses for nine credit

hours, all expenses paid

Seminars sprinkled

throughout the duration of

MTLA Coursework is focused on a

comprehensive math and

technology approach that will

improve teachers’ knowledge

and instructional practices in

math, technology, diversity,

leadership, and assessment.

Desi

gn Faculty members from

Western Kentucky University serve as

directors and instructional leaders for

MTLA.

Housi

ng

Auth

ori

ty

Connect

ion

The instructional modules at the

Housing Authority of

Bowling Green as well

as at the participant’s

school.

Min

i-G

rants

In the second and third

year of MTLA, participants lead other

teachers in professional

development and implementation of the

instructional modules in

their schools. Mini-awarded for administering and leading a math and technology initiative in

your school.

How

will

Te

ach

ers

benefit?

A $2000 stipend per

participant upon completion of the grant

award requirements Nine hours of graduate

credit upon successful

completion of the course

in spring 2011

How

will

Te

ach

ers

benefit?

Strengthened math and

technology knowledge

and instructional practices in classroom

settings Strengthened understanding and skill

sets in leadership, assessment, and diversity to help implement change in the

school culture

Year

1

Offer three graduate

courses, each course

runs 10 weeks ELED 571 – Leadership,

Math and Technology ELED 572 – Math and

Technology Methods for

Diverse Learners ELED 573– Math and

Technology Assessments, Interventions, and Success

Year

1 (

cont.

)

Toyota MTLA participants will

plan their Math & Technology

Leadership Growth Plan that

includes the following

components: Describes strengths and growth

area in Association of Mathematics

Teacher Educators (AMTE)

Standards for Elementary

Mathematics Specialists and

International Society for

Technology Education (ISTE)

Teacher Standards Develop Plan of Action that

describes programs that they will

implement and provide over the

next two years of the Toyota MTLA

Academy

ELE

D 5

71:

Dig

ital

Sto

ryte

lling

“How

to C

hoose

a F

ield

Tri

p”

First, we surveyed (A)

Mrs. Evans on how to

choose a field trip that

is appropriate. Mrs. Evans said, “It needs to

match the curriculum

on what they’re learning about.” Then

she said, “It needs to

be safe and not like an

amusement park because you can get

injured,” and no out of

state field trips.

Stu

dent

Proble

m

Solv

ing

http://jamierector.word

press.com/

Digital Story created b

y special education stu

dents

“How

to C

hoose

a

Field

Tri

p”

(cont.

)

Prioritize Criteria

“Fie

ld

Rese

arc

hers

"

ELE

D 5

71:

Proble

m

Solv

ing T

ask

Sam

ple

1st Grade…

Problem Solving Scenario:

The leopard and the antelope

are playing a game. A leopard

can leap 7 meters in one

jump. The antelope can leap

10 meters in one jump.

The antelope jumped three

times.How many jumps does the

leopard need to make to

catch up?

ELE

D 5

72:

Spre

adsh

eet

Module

w

ith H

EAT

Google Forms Results

Elderly Homeless Families Homeless Animals Sick Children0

1

2

3

4

5

6

7

8

9

What Group Would You Like to Help?

“Help

ing H

ands

Proje

ct”

Google Form Results

Where Would You Like to Give?

Same Town

Same State

Anywhere in USA

Anywhere in World

Reco

mm

endati

on f

rom

Pro

ject

:

Our Recommendation:

Your donation of $1,000

can assist 400 homeless individuals in

maintaining proper hygienic appearance

and well being. For as

little as $2.31, one person can be given

the daily hygiene supplies that could help

improve their life!

Reco

mm

endati

on f

rom

Pro

ject

:

Our Recommendation:

When interviewing for a job, a

clean appearance is a must. In

order to work their way out of

homelessness, individuals must

be given a chance. Your

donation can reach 400

individuals who need a helping

hand. With an improved

appearance, comes a positive

attitude. This attitude will also

lend itself to helping the

homeless overcome their

temporary downfall and

improve their life circumstances.

ELE

D 5

73:

MTL

Conte

nt

Proje

ct http://www.xtranormal

.com/watch/12123611/

faster-isnt-smarter http://neesarichardson

.glogster.com/neesas-

mtla-glog/?

Year

2

MTLA Scholars wrote

and were awarded mini-grants to support

their planned projects

for their schools. Scholars implement

mini-grants. Scholars implement HABG project and document on blogs.

Year

2 Scholars present at local

or state conference. Attend seminars for PD –

iPad applications. Collect parent outreach

data.

HA

BG

& M

ini-

Gra

nt

Profe

ssio

nal

Deve

lopm

ent

Professional Growth Plan Documentation: http://neesarichardson.

wordpress.com/pgp-pro

jects-documentation/ HABG http://s1205.photobuck

et.com/albums/bb423/n

eesarichardson/

http://www.youtube.co

m/watch?v=f_ZoTTa49o

g

HA

BG

& M

ini-

Gra

nt

Profe

ssio

nal

Deve

lopm

ent

Lenses on Learning PD:

http://s1205.photobucket

.com/albums/bb423/nees

arichardson/Lenses%20o

n%20Learning/

Year

3 Continue implementation of mini-grants. Scholars complete

final mini-grant report.

Attend evening seminars for PD.

Init

iati

ve G

oals

Increase teacher efficacy in math and

technology Increase student achievement in math

and technology Develop national

model for teacher preparation and professional development

Init

iati

ve G

oals

Increase family involvement in math

and technology education Increase access to

math and technology

opportunities for diverse populations

Eva

luati

on/

Rese

arc

h

Qualitative and quantitative results pre-

assessment data collected

Pre-assessments surveys

collected from Toyota MTLA

participants, a control

teacher for each participant,

and each principal Math Efficacy Survey

Leadership Survey Technology Integration Survey

(LoTi) Parent Survey and Communication

Eva

luati

on/

Rese

arc

h (

c0nt.

)

MTL Growth Plan, Professional Portfolio,

Mini-grants In each course participants will create

one section of their MTL

Growth plan outlining

their strengths and areas

of growth with national

standards. They will also

describe projects they

will complete in year two

and three.

Eva

luati

on/

Rese

arc

h (

c0nt.

)

The participants’ Professional Portfolio

will present evidence of

their completion of leadership, math, and

technology projects. Toyota MTLA participants will write

mini-grant proposals

and final reports.

Outc

om

es

to

Date

Development of Elementary Mathematics Specialist

(EMS) Endorsement, P-

5: The courses developed for the Toyota MTLA initiative

are the pedagogy courses were accepted

for the EMS Endorsement.

Outc

om

es

to

Date

7 of the remaining 14

Toyota Scholars are completing the EMS Endorsement Fall 2011.

Through an excess of

tuition funds amount in

the budget within the

Toyota Award, the 7 scholars received $700

scholarships for each of

the remaining 2 courses

that were taught through

the MATH department.

EM

S

Endors

em

ent

Pedagogy requirements - 9

hours ELED 571:      Leadership, Math,

and Technology Education (3

credit hours) ELED 572:      Math and

Technology Methods for Diverse

Learners (3 credit hours)

ELED 573:      Math and

Technology Assessment (3

credit hours) Mathematics content

requirements – 6 hours

(selected with advisor

approval)

EM

S

Endors

em

ent

Required (unless student completed

MATH 411 as part of baccalaureate

program): (0-3 hours) MATH 411G:  Problem Solving for

Elementary and Middle Grades

Teachers (3 hours) Restricted elective(s): (3-6 hours)

MATH 507:    Math for Elementary

and Middle Grades Teachers (3

hours) OR MATH 508:    Number Concepts

for Elementary and Middle

Grades Teachers (3 hours)

 Total: 15 hours

Readin

gs…

Bender, W. N. (2010). Differentiating

math instruction: Strategies that work

for K-8 Classrooms. 2nd ed. Thousand

Oaks, CA: Corwin. Depka, E. (2007). Designing

assessment for mathematics.

Thousand Oaks, CA: Corwin. Gardner, H. (2008). Five minds for the

future. Boston: Harvard Business Press.

Instructional leadership in

mathematics: Readings. (2003).

Parsippany, NJ: Dale Seymour

Publications (Pearson Learning Group).

Instructional leadership in

mathematics. (2003). [DVD].

Parsippany, NJ: Dale Seymour

Publications (Pearson Learning Group).

Prensky, M. (2010). Teaching digital

natives: Partnering for real learning.

Thousand Oaks, CA: Corwin.

Seeley, C. (2009). Faster isn’t smarter.

Final T

houghts

…

Pure mathematics is the world’s best game.  It is more absorbing than chess, more of a gamble than poker, and lasts longer than Monopoly.  It’s free.  It can be played anywhere – Archimedes did it in a bathtub. - Richard J. Trudeau, Dots and Lines

Quest

ions?