Mathematics Leadership Network

Mathematics Leadership

Network

September 17, 2012

METS Center

Mathematics Team Facilitators:

O Diane Culbertson, NKCES

O Sara Eisenhardt, NKU

O Robin Hill, KDE

O Kris Jarboe, KCM

O Jill Parker, KCM

O Jenny Ray, KDE/NKCES

O Special Guest: Marty Park, KDE

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The Goal of the Kentucky Leadership

Networks “Ensure that every participant has a clear understanding of how to implement/support the implementation of the KCAS within the context of highly effective teaching, learning, and assessment practices so that all Kentucky students have the knowledge, skills, and abilities they will need to be successful and prepared for college and/or career.”

Targets for SeptemberO I can make connections with our work in MLN

and the Teacher Professional Growth and Effectiveness System

O I can find evidence of engineering effective discussions and questioning using language from CHETL and TPGES 3b.

O I can use resources to deepen my own understanding of content standards through the lens of the practice standards and can lead others to develop their understanding in this way.

O I can use Formative Assessment Lessons as a vehicle for effective teaching and learning and can lead other teachers to use FALs effectively.

O I can reflect on my district leadership team and learn from others.

Please use this back channel to comment on

our work all dayO http://todaysmeet.com/mathnetworkO Either enter the URL or use your

code reader on your mobile device:

Connect to our working site

O Connect to www.jennyray.net and choose the ‘Networks’ tab, then the MCLN tab.

O Or…use the QR Code, below:

Teacher Professional Growth & Effectiveness System (TPGES)

Laying the Groundwork

September 2012

Proposed Multiple Measures

Professional Growth

Student Growth

All measures are supported through evidence.

Domain 1: Planning & Preparation

Domain 2: Classroom Environment

Domain 3: Instruction

Domain 4: Professional Responsibilities

Domain 5: Student Growth

DRAFT

Digging into the TPGESO Take 5 minutes to read through

pages 1 and 2 in the Framework.O Numbered Heads: Count off 1-4 at

your table, then read the domain that corresponds to your number. O Highlight words, phrases, intent that

all with the WordlesO Have discussion with your table group

about each domain so that everyone has a general idea about each domain.

VignettesO Read your given vignette, determine a

domain evidenced and capture language from the Framework that matches

O Based on the domain you selected for your vignette, move the corner for discussion of that domain and each of the vignettes

O Return to your table and debrief conversations

O Be sure to use Today’s Meet to comment.

The TPGES is just another thread that runs through the fabric of our work around improving the INSTRUCTIONAL CORE—the interactions of teachers and students around content. We are weaving the threads (standards, leadership, CHETL, assessment literacy, Formative Assessment Lessons, and PGES) together to have a strong fabric or net that SUPPORTS STUDENTS

Let’s Consider One Component of the TPGES

Framework:

O Take a few minutes to read through Domain 3, Section b, individually at your table.

Talking Chips StrategyO Respond to the following:O “After reading component 3b, in what

ways does a highly effective teacher engineer effective discussions, questions, and learning tasks that elicit evidence of learning?”

O IMPORTANT: Each participant has 2 chips; take turns speaking in response to the prompt, but only after everyone uses a chip can participants share again.

O Have ONE recorder for each table.

CHUNKING information

O From the recorder’s notes, CHUNK your table’s BIG IDEAS into categories or sub-topics and illustrate on chart paper.

One Stay—Others StrayO One person from each group will

stay to answer/clarify for others while the rest of the team strays around the room to “steal” ideas from others.

------------------------------------------------------------------------

O Whole group shares CHUNKS/BIG IDEAS from around the room

VideoO https://www.teachingchannel.org/

videos/sorting-classifying-equations-overview?resume=0

O Look for evidence of effective questions, discussions, and tasks

VideoO http://www.mathsolutions.com/

MathTalk/videos/CRD_Gr6.html

O Look for evidence of effective questions, discussions, and tasks

Effective Questioning + Discussion

OLeads students to . . . • Deeper understanding of content• Rethinking hypotheses and

viewpoints• Making connections

OEffective questioning also . . . • Sets the stage for engaging

discussions

Connections to CHETL…

O Where is the language in the CHETL document that relates to the language in the TPGES Framework? Site Examples at your table.

Leadership ComponentO Before we meet in November, you will

be expected to peer observe—looking specifically for evidence of the characteristics of effective questioning and engineering effective discussions.

O OR, if you choose, you may video yourself teaching and use the same document to find evidence of the characteristics in your own teaching. Share the analysis with a peer.

Working LUNCH Welcome our Guest Speaker,

Marty Park

“Using Technology to Enhance Effective Teaching and Learning”

11:00-12:30

Be prepared to be actively engaged with your electronic device(s) beginning at 11:30!

Break out GroupsO K-5

O 6-8

O 9-12

(See next slide)

District TimePartnership AgreementsO Please be back in this room at 3:00

to work as a district team and to share ideas with other districts.

O We will dismiss at 3:30, after final announcements

What are partnership agreements?

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Mutual agreement between the coach (content specialist) and his/her client(s) that defines their working relationship

Include parameters, scope, expectations, responsibilities, roles, etc.

Can be renegotiated at any time when requested

May be written and signed

Why are they important?

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Clarify roles and expectations

Avoid confusion or surprises

Establish parameters for safety and trust

Builds respect

Others:

Clients

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• District Administrators

• Principals

• Individual teachers• In-classroom work• Out-of-classroom

work

• Teams of teachers

• Resource staff

• Others?

What will the Partnership Agreements address?

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• Roles and responsibilities• Clients--which

teachers/grades/teams• Boundaries of work• Support and resources

needed for success• Timelines

• Ways to assess effectiveness

• Guidelines• Expectations• Confidentiality• Communication• Procedures

DISTRICT ADMIN & PRINCIPALS

What will the Partnership Agreements Address?

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TEACHERS

How are partnership agreements formed?

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• In conversations guided by questions to ask clients

• By presenting a list of topics to clarify and discussing each

• By offering suggested agreements and checking clients’ understanding of and agreement with each

What follow-up is necessary after forming partnership agreement?

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• Revisit agreements periodically

• Ask for feedback on the agreements• Using data, determine the

effectiveness of the agreement.

• Revise agreements based on needs assessments.

Partnership Agreements Discussion10 minutes

• Identify a situation in which you wish you had formed a partnership agreement and did not?

• What were the effects?• What agreement would you request now as a

result?

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Some teaching/learning strategies we modeled

today:O Using a back channel to keep ‘connected’

O Using Google Docs/Forms to collect information in a timely manner

O Think/Pair/ShareO Numbered HeadsO 4-Corners/Standing MeetingsO Talking ChipsO Chunking ideasO One stay—Others strayO Others…

How Can I Support You?

Thanks for your participation today.

Jenny RayKDE Regional Mathematics Content Specialist

Kentucky Department of EducationOffice of Next Generation [email protected]

Northern Kentucky Cooperative for Educational Services606-782-0400

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