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Designing Schools and Districts to Support Mathematics Teachers’ Ongoing Learning

Designing Schools and Districts to Support Mathematics Teachers’ Ongoing Learning. Paul Cobb, Thomas Smith, Kara, Jackson, Erin Henrick , et al. Project Overview. What does it take to support mathematics teachers ’ development of ambitious forms of instruction on a large scale?

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Designing Schools and Districts to Support Mathematics Teachers’ Ongoing Learning

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  1. Designing Schools and Districts to Support Mathematics Teachers’ Ongoing Learning Paul Cobb, Thomas Smith, Kara, Jackson, Erin Henrick, et al.

  2. Project Overview • What does it take to support mathematics teachers’ development of ambitious forms of instruction on a large scale? • Four large urban districts • Middleschool + inquiry oriented instruction • What does it take to support a high-quality implementation of CMP2? • Long-term goal: Theory of action for district-wide instructional improvement in mathematics

  3. Project Overview • October: Document districts’ improvement strategies • Interview district leaders • January – March: Document how districts’ strategies are actually playing out in schools and classrooms • 6-10 middle-grades schools in each district 30 mathematics teachers

  4. Project Overview • Interviews - teachers, coaches, school leaders, and district leaders • On-line survey - teachers, coaches, school leaders • LMT – teachers and coaches • Video-recordings of two consecutive mathematics lessons • Video-recordings of pull-out teacher professional development • Audio-recordings of teacher collaborative planning meetings • On-line network survey – all mathematics teachers

  5. Project Overview • February – April: Analyze the interviews to assess and explain how improvement strategies are playing out • May: Present feedback report to districts • Actionable recommendations • Co-designers with district leaders • Design experiment • Formal hypothesis testing

  6. Coherent Instructional System • Explicit goals for students’ mathematical learning • Goals for teachers’ learning – concrete instructional practices • Instructional materials, pacing guides, curriculum frameworks, etc. designed to support teachers’ development of the above practices • Pull-out teacher PD that focuses on the specific practices, is organized around the above materials, and is sustained over time • Teacher collaborative time that centers on practices that have been the focus of work in pull-out PD • Assessments that inform: • Ongoing improvement of mainstream instruction • Identification of students who are currently struggling and require additional support

  7. Teacher Networks • Doing mathematics problems together with discussion of different solution strategies • Discussing different ways students are likely to solve tasks • Discussing why some students didn’t learn as expected in a lesson in order to plan for future instruction • Analyzing examples of student work in order to adjust instruction • Analyzing examples of student work to understand the different ways that students solve problems • Discussing how to make use of student solution strategies in whole class mathematical discussions • Discussing pacing • Analyzing student work to see if students “got it” • Discussing what materials to sue for a lesson • After a lesson, sharing whether students “got it” • Sharing materials or activities • Updating one another on a student or students’ progress in mathematics • Other (please specify)

  8. Selection of Colleagues • Teacher networks are emergent phenomena • Districts can develop policies to influence the conditions in which networks emerge • Regularly scheduled time for collaboration

  9. Selection of Colleagues • Future analyses: • Formal role, grade level, physical proximity, gender, race/ethnicity, peer’s expertise • Measures of expertise: IQA, LMT, HQMI, SMC • What influences depth of interactions about instruction?

  10. Influence of Interactions on Knowledge and Practice • Interactions with colleagues whose MKT deeper supports significant improvements in own MKT • Interactions with colleagues whose instructional practices are more sophisticated supports significant improvements in own practices • Future analyses: • Relationship between types of interactions and forms of expertise

  11. Mathematics Coaches • Mathematics coach in each middle school • Half-time release from teaching • Only slightly more advanced than the teachers they are expected to support • Extensive professional development • CMP2 + Cognitive Coaching

  12. Mathematics Coaches • Extent to which teachers turn to the coach for advice influenced by: • Perception of coach’s experience as a teacher • Regularly scheduled time to for the coach to work with groups of teachers

  13. Mathematics Coaching • Coach’s relationship with principal • Could describe coach’s role in assisting teachers in detail • Attend collaborative planning meetings • Extensive observations of teachers’ instruction • Shared responsibility for instructional improvement

  14. School Leaders • A wide range of views on what school leaders need to know and be able to do: • MKT, student mathematical learning, high-quality mathematics instruction, teacher learning • Coach mathematics teachers • General principles of high-quality inquiry-oriented instruction • Observe and provide feedback

  15. School Leaders • Interviews – vision of high-quality mathematics instruction • Form rather than function views • Consistent with teachers’ reports of the feedback they receive from school leaders • Extensive professional development • Focused on general, content-free characteristics of high-quality instruction

  16. School Leaders • 3 half-day sessions • Distinguish between high and low cognitive demand mathematics tasks • Distinguish between high- and low- quality class discussions • Collaborate with district mathematics coaches to develop school plans for supporting teachers’ learning

  17. District Leaders • Common agenda for mathematics teaching and learning across district central office units • Curriculum and Instruction, and Leadership

  18. District Leaders • Instructional management • Increase student achievement in mathematics • Instructional improvement • Improve quality of mathematics teachers’ instructional practices

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