Kentucky Center for Mathematics
Linda Jensen Sheffield, Executive DirectorKirsty Fleming, Project Director
Gary Palmer, Director of Coaching ProgramsAlice Gabbard, Director of Intervention Programs
Jonathan Thomas, Assistant Director of Intervention ProgramsBill Nostheide, Technology Director
The Kentucky Center for Mathematics will make available professional development for teachers in reliable, research-based diagnostic assessment and intervention strategies, coaching and mentoring models, and other programs in mathematics.
House Bill 93signed March 2005
・ Create a shared vision of high-quality mathematics instruction.
・ Enhance Pre-K through 16 teachers’ mathematics knowledge and ability to differentiate instruction.
・ Enhance the awareness and knowledge of Pre-K-12 teachers, adult educators, and postsecondary faculty regarding effective mathematics resources and provide them the support necessary to use the resources effectively.
Committee for Mathematics Achievement
Goals and Objectives
Collaborations
Kentucky Department of Education Council on Postsecondary Education Educational Professional Standards Board STEM Task Force Public and Private Postsecondary Institutions Appalachian Mathematics and Science Partnership (AMSP) Appalachian Rural Systemic Initiative (ARSI) Adult Education/GED Collaborative Center for Literacy Development (CCLD) Edvantia Council of Chief State School Officers Gear-Up Kentucky Regional Educational Co-operatives Regional Special Education Co-operatives Math/Science Leadership Support Network
The Futures Channel
Go to the website:www.thefutureschannel.comScroll to the bottom of the
opening page and click “site map”
Scroll down and find/click “Kentucky Schools”
Kentucky page should come up – Enter your name and school
Santa = Tooth Fairy + 275 pounds
Maybe = Yes/No + No/Yes
Parallel Parking = Bumper Cars – Amusement Park
Crazy = Talking to Oneself – (Cell Phone + Ear Piece)
Nagging = Reminding + Reminding + Reminding
New Math, Equations for Living by Craig Damrauer
New Math
Equations for Living
KCM Diagnostic Intervention Program
A state-wide commitment to assessing a child’s current status and adjusting mathematics instruction accordingly.
Diagnosis and Intervention
Approximately 1,900 primary students are being served by 46 Mathematics Intervention Teachers (MITs) during the 2006/2007 school year.
Alice Gabbard (KCM Director of Diagnostic Intervention Programs) and the Regional Coordinators are providing on-line and in-person support to the MITs.
Diagnosis and Intervention
Forty one new MITs were selected in January 2007. The KCM will make available, in 2007-2008, advanced training for existing MITs and introductory training for new MITs.
Show Video
Middle Grades Pilot Programs
The Middle Grades Mathematics Pilot Program is designed to measure the effectiveness of distinct mathematics programs to improve teacher knowledge of content and pedagogy while increasing student achievement.
Middle Grades Pilot Programs
Three programs are currently being studied: America’s Choice Carnegie Cognitive Tutor I Can Learn
Jonathan Thomas (KCM Assistant Director of Diagnostic Intervention Programs) is coordinating the research on these programs.
Research and Data Collection
Primary and Middle Grades Intervention Programs
Subjects Data CollectedTeachers Content knowledge
Pedagogical content knowledgeAttitudes and beliefsFocus groups, surveys and anecdotal data
Administrators Surveys and anecdotal data
Students Content knowledgeAttitudes and beliefs
Tony Wagner’s Theory of Change
““Teachers, working alone, with little Teachers, working alone, with little
or no feedback on their instruction, or no feedback on their instruction,
will not be able to improve will not be able to improve
significantly, no matter how much significantly, no matter how much
professional development they professional development they
receive.”receive.”
Essential Features of Teacher Professional Development
1. It must be grounded in inquiry, reflection, and experimentation.
2. It must be collaborative.3. It must be sustained and ongoing.4. It must be connected to teachers’ work.5. It must engage teachers in concrete tasks.
Darling-Hammond & McLaughlin, 1995
Essential Features of Teacher Professional Development
Instructional Coaching addresses
all of these critical professional
development features.
What is a Coach?
Mathematics Coach - (defn) a school-based professional developer who collaborates with educators to identify and assist with the implementation of proven teaching methods.
What is Coaching?
“Coaching is not telling people what to do; it’s giving them a chance to discuss and examine what they are doing in the light of their intentions.”
Flaherty, 1999
2006-2007 KY Coaching Cohort
67 Mathematics Coaches 17 High School, 13 Middle School, 37
Elementary School 58 Female, 9 Male
28 Districts
Working with approximately 800 teachers
Benefits of Coaching
Coaching gives schools the ability to share, every day, the skills of a highly qualified peer.
The coach serves as a catalyst for building collaborative and reflective teachers.
Training becomes personalized.
Benefits of Coaching continued
Coaching builds on a decade of research that suggests school-based, job-embedded training is the best way to sharpen teacher skills. (Making Our Own Road, Richard, 2003)
Flexibility allows coaching strategies to be aligned with a school’s instructional goals and Kentucky’s core content.
The Big Four
A Coach’s Focus:
Classroom Management Content Knowledge Instructional Strategies Assessment Strategies
Jim Knight, Instructional Coaching, 2007
High Cognitive Demand
“Opportunities for student learning are not created simply by putting students into groups, by placing manipulatives in front of them, or by handing them a calculator.”
NCTM Professional Standards for Teaching Mathematics, 1991NCTM Professional Standards for Teaching Mathematics, 1991
Factors Associated with Decline of High Cognitive Demands
1. Students press the teacher 2. Teacher shifts the emphasis to correctness3. Not enough time to wrestle with the
problem4. Classroom management5. Task not relevant to students6. Students are not held accountable
Teacher Attitudes
Teachers are more educated than ever before.
The ratio of teachers that resign within the first five years:
1 out of 2 (National Education Assoc.)
Teacher Efficacy and Coaching
Cognitive Coaching positively impacts teacher’s beliefs and attitudes.
Those who went through training were not only more satisfied with their careers, they had more enthusiasm and joy for teaching. (Edwards and Newton, 1993)
Teachers high in efficacy tend to:
experiment more with teaching methods (i.e. differentiation, questioning strategies, etc.)
plan more
persist longer with students that struggle
spend more time talking with colleagues about teaching
Cohort Comments
Coaches “We are working more as a community. We
are developing common assessments and teachers are following a curriculum map.”
“I’m facilitating a math focus group at the high school. It encourages teachers to meet regularly and share ideas for worthwhile tasks and assessment strategies.”
Support for the Coaches
Summer Training Math Solutions – 5 days
Math content, pedagogy, instructional strategies Cognitive Coaching – 2 days
Coaching skills Administrator Joins Coach – 1 day
Planning, Implementation, Maintenance
Follow-up Training Three 2-day training sessions are planned
during the school year where teachers will further learn and refine their coaching skills
Support for the Coaches
Regional Coordinators Part time field support for the coaches – each is
located at a state university Affinity Groups
Weekly conferences via the internet where coaches can network
The Kentucky Center for Mathematics Established in March 2006 at Northern Kentucky
University to support mathematics initiatives in Kentucky
Funding
The KCM pays for: Training
Math Solutions & Cognitive Coaching Travel, Meals, Lodging Stipend and Substitute pay Coaching Materials & Online Conferencing
equipment
The School pays for: The coach’s salary
Funding a Coach
Possible Options: Use Title I & II funds Creative Scheduling with Current Staff Hire a retired teacher part time Two schools share a coach
More than two schools is detrimental
District level coach Must not have evaluative responsibilities
2007-2008 Cohort
Applications are Due April 13, 2007 Visit the coaching page on the KCM
Website for more details:www.kymath.org
Contact Gary Palmer with questions:[email protected]