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Teaching Mathematics for Learning in the 21st Century

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Teaching Mathematics for Learning in the 21st Century Goals Understand how PDE plans to build capacity state-wide for school districts to utilize SAS Learn how IU ... – PowerPoint PPT presentation

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Title: Teaching Mathematics for Learning in the 21st Century


1
Teaching Mathematics for Learning
in the 21st Century
2
Goals
  • Understand how PDE plans to build capacity
    state-wide for school districts to utilize SAS
  • Learn how IU-based Teacher Leadership Academies
    will establish Professional Learning Communities
  • Learn about tools and strategies teacher leaders
    will use to facilitate in-district PLCs

3
PDE Building Capacity Statewide
  • Using a Standards Aligned System to enable all PA
    students to learn mathematics

4
Virtually All Education Researchers Agree
Educator Collaboration is Key!
  • Richard Elmore
  • Susan Fuhrman
  • Carl Glickman
  • Asa Hilliard
  • Anne Lieberman
  • Dan Lorti
  • Robert Marzano
  • Milbrey McLaughlin
  • Jay McTighe

Fred Newmann Allan Odden Doug Reeves Mike
Schmoker Deborah Shifter Dennis Sparks James
Stigler Gary Wehlage Grant Wiggins
Deborah Ball Roland Barth Carol Belcher Louis
Castenell Jim Collins Tom Corcoran Lisa
Delpit Rick DuFour Karen Eastwood
5
Building Capacity State-Wide
  • Across the state, IU Curriculum Coordinators are
    trained so that every IU is able to conduct 2
    distinct Teacher Leadership Academies
  • Elementary Mathematics TLA
  • Intended for teachers in grades K-6
  • Secondary Mathematics TLA
  • Intended for teachers in grades 7-12
  • Each TLA is a two-year academy

6
Professional Learning Communities
  • Use expertise of IU-based Mathematics
    Coordinators
  • IUs build regional PLCs of appointed Teacher
    Leaders
  • Teacher Leaders lead in-district PLCs

7
Teacher Leadership Academies A Research
Supported Approach
  • Using a Standards Aligned System to enable all PA
    students to learn mathematics

8
Appointment of Teacher Leaders
  • 1-2 teacher leaders from each district building
    are appointed to participate in the IU-based TLA
  • Secondary at least 1 from middle and 1 from high
    school with option for two from each level
  • Elementary 1 or 2 teachers from each elementary
    building

9
Long-term Professional Development
  • Multi-year commitment for each teacher leader
  • 2 years of 8 days a year
  • Qualifies as academic coursework for Act 48
  • 3 CPE credits for each year long academy
  • Opportunities for Year 3 training and beyond are
    available

10
Building Administrators support Teacher Leaders
  • A building administrator should attend the first
    4 days of the TLA
  • The purpose is to develop an understanding of the
    tools and strategies their teacher leaders will
    be using to engage district colleagues in on-site
    PLCs

11
Variety of IU-based TLA Scheduling Options
  • Summer session with follow-ups
  • 3 or 4 contiguous days in the summer
  • 4 or 5 days follow-up spread across school year
  • Saturday make-up day options
  • School Year
  • 1 day a month or 2 days every other month

12
To Reach Every Teacher of Mathematics
  • Teacher Leaders facilitate in-district PLCs
  • 24 hours total in eight 3-hour modules annually
  • Includes all teachers of mathematics at every
    level from K-12
  • Uses teacher learning curricula focusing on SAS
    elements
  • District schedules time and audience

13
Tools and Strategies for Mathematics PLCs
  • Using a Standards Aligned System to enable all PA
    students to learn mathematics

14
PLCs Utilize Teacher Learning Curricula
  • Written and video case analysis of classroom
    episodes build capacity to examine and strengthen
    teaching practice
  • Nationally field tested and refined teacher
    learning curricula

15
Core Teacher Learning Curricula for Elementary
Mathematics
  • Developing Mathematical Ideas (EDC)
  • Building a System of Tens
  • Making Meaning of Operations

16
Core Teacher Learning Curricula for Secondary
Mathematics
  • Video Cases for Mathematics Professional
    Development (West Ed)
  • Implementing Standards-Based Mathematics
    Instruction (University of Pittsburgh)

17
Tools used in both Elementary and Secondary
Academies
  • Thinking Through a Lesson Protocol (University of
    Pittsburgh)
  • Mathematics Task Framework (University of
    Pittsburgh)
  • Mathematics Curriculum Topic Study (Maine MSA)

18
Integrates Multiple PDE Initiatives
  • Incorporates data analysis for instructional
    improvement PSSA, PVAAS, 4-Sight, Getting
    Results (Root Cause Analysis Action Planning)
  • Offers leadership support and content for
    Classrooms for the Future mathematics teachers
    for PLCs

19
Integrates Multiple PDE Initiatives
  • Builds understanding of effective core
    mathematics instruction as essential to Response
    to Intervention (RtI)
  • Builds understanding of mathematics content to
    compliment PowerTeaching strategies

20
Integrates Multiple PDE Initiatives
  • Actively applies differentiated instruction to
    mathematics
  • Integrates formative assessment strategies as
    featured at 2008 Governors Institute

21
District Cost
  • District Cost for 2 year course materials
  • 1500 for 30 participants at elementary level
  • 500 for 30 participants at secondary level
  • District support required for substitute teachers
    and materials
  • Access to funds to support in-district costs
  • Title I
  • School Improvement Funds
  • Newly available funding from state

22
Teaching Mathematics for Learning
in the 21st Century
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