E.M.P.O.W.E.R.R. Project (E lementary M athematics P artnership O pening W indows

E.M.P.O.W.E.R.R. Project E.M.P.O.W.E.R.R. Project (E(Elementary lementary MMathematics athematics PPartnership artnership OOpening pening WWindowsindows

to to EExcellence, xcellence, RRigor & igor & RRelevance)elevance)

MSP Grant from Title II BOR/IDE BOR/IDE Additional support from IMSEPAdditional support from IMSEP

2008-2011PIsPIs

WALTER SEAMAN, Associate Professor UI Dept Math and Dept of Teaching & WALTER SEAMAN, Associate Professor UI Dept Math and Dept of Teaching & Learning Learning VICKI BURKETTA, UI Clinic Associate Professor Dept of Teaching & LearningVICKI BURKETTA, UI Clinic Associate Professor Dept of Teaching & Learning

LESSON STUDY PD COORDINATORLESSON STUDY PD COORDINATOR JEANNE BANCROFT, M.A. independent consultant and GWAEA science JEANNE BANCROFT, M.A. independent consultant and GWAEA science consultant, consultant, Coordinator of GWAEA's Van Allen Science Teaching (VAST) CenterCoordinator of GWAEA's Van Allen Science Teaching (VAST) Center

GoalsGoals

EEnhance mathematics instruction through a nhance mathematics instruction through a problem-based/inquiry approach problem-based/inquiry approach

IImprove student achievementmprove student achievement

NNurture collaboration among participating urture collaboration among participating teacher teams.teacher teams.

EMPOWERR at the Core

Whole-school teams in Whole-school teams in building-wide efforts are building-wide efforts are working to improve math working to improve math teaching and learningteaching and learning. . All math teachers participate in workshops and All math teachers participate in workshops and academic year seminars. All teachers participate in academic year seminars. All teachers participate in Lesson Study professional development.Lesson Study professional development.

66 teachers and their principals66 teachers and their principals

English Valleys Elementary (North English Valleys Elementary (North English)English)

Strawberry Hill Elementary (Anamosa)Strawberry Hill Elementary (Anamosa)

Kirkwood Elementary (Iowa City)Kirkwood Elementary (Iowa City)

GradeGrade School 1School 1

School 2School 2

School 3School 3

TOTALSTOTALS

K 2 3 5 10

1 2 3 4 9

2 2 3 4 9

3 2 3 4 9

4 1 3 4 8

5 1 3 4 8

6 1 2 0 3

R 2 3 5 10

TOTALS 13 23 30 66

EMPOWERR Teacher-Grade DistributionsEMPOWERR Teacher-Grade Distributions

EMPOWERR at the Core

EMPOWERR work supports the goals of the EMPOWERR work supports the goals of the ICC by its uses of an advocacy for:ICC by its uses of an advocacy for:

Problem-based instructional tasks and strategies Problem-based instructional tasks and strategies

Deep Conceptual and Procedural KnowledgeDeep Conceptual and Procedural Knowledge

Rigor and RelevanceRigor and Relevance

Assessment for LearningAssessment for Learning

EMPOWERR EMPOWERR project work project work consists ofconsists of

• SUMMER WORKSHOPSSUMMER WORKSHOPS•ACADEMIC YEAR SEMINARSACADEMIC YEAR SEMINARS•LESSON-STUDY AT EACH EMPOWERR LESSON-STUDY AT EACH EMPOWERR SCHOOL SCHOOL• Twelve (12) hours of in-school PD time designated for Twelve (12) hours of in-school PD time designated for EMPOWERR LS training.EMPOWERR LS training.• Additional onsite implementation assistance from project staff Additional onsite implementation assistance from project staff and SMARTS "veteran" teacher-leaders.and SMARTS "veteran" teacher-leaders.• Academic year lesson-study groups (teams of 4-5 teachers) and Academic year lesson-study groups (teams of 4-5 teachers) and seminars.seminars.• Mathematics-focused research lesson/LS cycles: One cycle in Mathematics-focused research lesson/LS cycles: One cycle in Year 1, two cycles in Year 2, and in Year 3, LS reports Year 1, two cycles in Year 2, and in Year 3, LS reports documenting process will be generated by teams. documenting process will be generated by teams.

• WIKI ENVIRONMENT DISCUSSION FORUMSWIKI ENVIRONMENT DISCUSSION FORUMS

What is lesson study?

Improving Instruction

Examining Ways Teachers Improve Instruction

How Does Lesson Study Align With Effective Professional

Development?

Iowa Core: Definition of Iowa Core: Definition of Formative Assessment: Formative Assessment:

Formative assessment is a process used by teachers and students as part of instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of core content. As assessment for learning, formative assessment practices provide students with clear learning targets, examples and models of strong and weak work, regular descriptive feedback, and the ability to self-assess, track learning, and set goals.

(Adapted from Council of Chief State Officers, FAST SCASS)

Formative assessment Formative assessment is…is…

• a planned process.

• used by both teachers and students.

• takes place during instruction.

• provides assessment-based feedback to both teachers and students.

• helps teachers and students make adjustments that will improve student learning.

Formative assessment Formative assessment is not…is not…

• a test.

• a matter of looking at test data and deciding what to do next time.

• benchmark assessments.

• end-of-unit tests.

• part of grading system.

• probing and charting.

• random observations.

• just good instruction.

EMPOWERR EVALUATION COMPONENTS

1.ITBS-Staff analyses, CEA change norm data

2. LMT Year 1 and 2 information/statistics

3. Survey Building District Culture

4. Lesson Study survey-Reports on LS cycles Spring 2009/Fall 2009

5. Focus Group summary information

6. Summer 2008/2009 Workshop Participant Reaction Survey

EMPOWERR EVALUATION COMPONENTS

Guskey Level Theoretical Framework

Level 1: Participant Reaction

EMPOWERR Elements: Focus Group Summaries, Workshop Participant Reaction Surveys, Lesson Study Surveys

Level 2: Participant Learning

EMPOWERR Elements: LMT, Lesson Study Reports, LS process staff observations/reporting of team LS elements-planning, research lesson observations, debriefing, and re- teaching

Level 3: Organizational Support and Learning EMPOWERR Elements: Surveys Building/District Culture, Focus Group Summaries (questions on administrative support)

Level 4: Participant Use of New Knowledge and Skills EMPOWERR Elements: LMT, Lesson Study Reports, EMPOWERR-PD Implementation Documentation/Evidence submitted in Fall 2008, 2009 Academic Year Seminars. Project support personnel participation in LS cycle yields information on teachers’ knowledge of LS process, classroom implementation and content knowledge for research lessons. 

Level 5: Student Learning Outcomes  EMPOWERR Elements: ITBS analyses: CEA Change Norm reports, Staff ITBS analyses, Student artifacts from in-class implementations of EMPOWERR-related training. Project support personnel participation in LS cycle yields information on students’ work in research lessons.

What have been the benefits, challenges and successes of this professional development project?

BenefitsBenefits

Improved teacher mathematics content knowledge

Teacher implementation of inquiry-based mathematics classroom practices and alternative solution strategy discussions by students

Relationships with entire school staff-informs and influences UI classes

ChallengesChallenges Lesson Study team support

School administration personnel support

Implementation of the lesson study cycle

One school with no teacher-leader team

Teacher/student mobility

Helping teachers/administrators see EMPOWERR as seamlessly integrating with other building goals/initiatives (PLCs, CSIP, achievement data results).

SuccessesSuccesses Teacher engagement in workshop and seminar

activities /explorations in mathematics

Administrative support

Implementation of EMPOWERR professional learning topics in classroom practice

Fostering new vision/shared vision of mathematics teaching and learning in the classroom environment

Educator/teachers interest in participating in EMPOWERR outside EMPOWERR schools