Math Learning Partners: Our journey in math coaching Feb 2 – June 26, 2009 Project Leads: Christine Adam-Carr, Pat Kehoe MLP’s: Melissa Black, Cristina Bartlett,
Jan 04, 2016
Math Learning Partners:Our journey in math
coachingFeb 2 – June 26, 2009
Project Leads: Christine Adam-Carr, Pat Kehoe
MLP’s: Melissa Black, Cristina Bartlett, Linda LoFaro
Ontario Catholic School Graduate Expectations
The graduate is expected to be:• a reflective, creative and holistic
thinker who solves problems and makes responsible decisions
• able to apply effective communication, decision-making, problem-solving, time and resource management skills
In search of job-embedded professional learning
Funding offered in December 2008,
to be dedicated to math coaching and
related projects
The Ottawa Catholic Model:Go deep:• 4 key sites
(St. Paul HS, St. Pat’s Intermediate & HS, Lester B Pearson)
• 3 full time MLP’s (Feb-June)
• build on existing initiatives
• focus on grades 7-10 (with emphasis on 8 & 9)
• 4 days per week in schools
Existing InitiativesProfessional learning for: gr 7&8 (problem solving, DI & variety of
tools & strategies, PRIME)
gr 9D/P&10P (TIPS4RM, DI & variety of tools & strategies, problem solving)
Laptop project (15 on cart for every gr 9-12 sites; use of GSP, Fathom, CLIPS, gizmos)
School Improvement Plan
Each school has its own targets, including:
• Pass rates in math courses
• EQAO gr 9 math• Closing achievement
gap between P and D
Reporting on progress
Goal #3: Mathematical Literacy
Math Learning Partner Training• co-ordinated by Christine
Adam-Carr and Patricia Kehoe
• involvement of existing coaches (Limestone DSB, Ottawa Catholic Elementary Learning Partners)
• guests from OCDSB, Renfrew DSB, CDSBEO
• other subject consultants (ESL, literacy/english)
Feb 2 – 6, 2009
Topics and Tools for MLP Training
• instructional coaching (Jim Knight, Marilyn Burns, LNS)
• networking & roles• observational tools• co-plan, co-teach,
co-assess cycle• math strategies
(GAINS, TIPS4RM, PRIME)
• questioning & Big Ideas (Dr. Marian Small, John A. VandeWalle)
Stages in Project:1: training, building relationships,
classroom visits and observations, meetings with teachers
2: demonstration lessons, begin coaching cycle (co-plan, co-teach, co-assess)
3: focus on key classrooms (readiness, need, gr 8&9)
4: focus on key students (mid-term or term 2 reports) MLP prepared mid-term report
5: consolidation, prepare for exit
What do MLPs do?Relationship builders
o visit classrooms and meet with students and teachers
o form and support math PLC’s
o co-plan/ co-teach/ co-assess
Leading the Instructional Program
o foster professional growth in use of math processes
o model strategieso use data to direct
effortso focus on improving
student achievement with teacher, within classroom
Summary of Mid-term ReportData: report card data at mid-
term and term 2; anecdotal reporting
How their time is spent:
• preparing materials for teacher and/or student use 25%
• co-planning 35%
• co-teaching & co-assessing 40%
Forming Relationships:
records of focused work with specific teachers (baseline)
Anecdotal comments:
“offers a gentle approach to shift teacher practise forward”
principal
“this is really cool! ”
student in grade 7&8
“wow – this is really sick (cool)” student in grade 9&10
“such a supportive environment for working with students”
classroom teacher working with MLP
Final MessagesKeeping the momentum:
How should this project continue for next year? What key features should be retained?
What features need to be modified?