Math Fellows

Heather Dorsey

Purpose of the Fellows

• To be a part of and support a system that focuses on math making sense for all students. --Leadership in the Extended Community

• To be a part of a community of learners that focuses on putting the shifts into practice to reflect the CCSS vision both around the student making sense of the mathematics and demonstrating that understanding. –Leadership of Others and Self

• To deprivatize our practice and take risks in order to facilitate high quality mathematics instruction and experiences students have with the mathematics. –Leadership of Self

Teacher Leadership FrameworkLeadership in the Extended Community and Self

• Working with Adult Learners

• Communication• Collaboration• Knowledge of Content

and Pedagogy• Systems Thinking

Building Trusting Relationships

I foster group membership I take an ethical stance I take a caring stance I am aware of and act on cultural needs0

10

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Consistently Usually Occassionally

Facilitating Adult Learning

I use

reflecti

on stra

tegically

as a to

ol to im

prove

adult learn

ing

I enco

urage adult l

earners

to question th

eir assu

mptions

I foste

r adult l

earner's

engagement

I consid

er the sp

ectrum of c

ontent knowledge and pedagogy w

hen planning0

10

20

30

40

50

60

70

Consistently Usually Occasionally

Working with Adult Learners

Building Trusting Relationships and Adult Learners.

• What do you notice about how you assessed yourself in this area?

• Where do you need to build capacity when you work with adult learners?

Adult Learning: Group Dynamics and Knowing Yourself

Read ‘Predictable Dynamics in Groups’ article. • Draw 4 lines representing the continua from the article and

label them like this: Task RelationshipCertainty AmbiguityDetail Big PictureAutonomy Collaboration

• Mark an ‘X’ where you see yourself on each continuum.

• What are the implications of these preferences for you as a Fellow and your work to implement the Common Core?

Adult Learning: Charting Preferences and Knowing Groups

Divide poster into four quadrants and label (see example below). Collect your group’s thinking in each quadrant of the poster

Words or actions that might convey this stance:

When it might be effective for a leader to speak from this stance:

When this stance might be an ineffective choice:

What a person in this stance might not be able to do effectively:

Padlet

• Consider the questions on the padlet sheet that relate to Adult learning and pick two to respond to.

Leadership of Self and OthersConnecting to your own context

To deprivatize our practice and take risks in order to facilitate high quality mathematics instruction and experiences students have with the mathematics. –Leadership of Self

To be a part of a community of learners that focuses on putting the shifts into practice to reflect the CCSS vision both around the student making sense of the mathematics and demonstrating that understanding –Leadership of Others and Self

Implications of the TaskLeadership of Self

Look at your students work and discuss:

• What patterns do you see in the students’ work?

• What evidence do you have to support your answer?

• What common misconceptions did you notice?

• What experiences in mathematics do we need to provide our students?

Implications of the TaskLeadership of Self

1 per table in each Padlet Room

Discuss task reflections with a focus on:• What were the common themes around the

mathematical content and practices that you noticed?

• What are the implications for your math instructional practices?

Considering our Students within Mathematical Practice 3

Leadership of Self

MP3: Construct viable arguments and critique the reasoning of others.

Explore the task from Illustrative Mathematics in your Grade Band.

• How does the task contribute to student access of SMP 3?

• How does the commentary and the solutions support the underpinnings of SMP 3?

Connecting to your own contextLeadership of Others

Purpose: To be a part of a community of learners that focuses on putting the shifts into practice to reflect the CCSS vision both around the student making sense of the mathematics and demonstrating that understanding –Leadership of Others and Self

Briefly share around the table (approximately 1 minute each) what your plans are to support CCSS implementation through your Fellows work in your own context.

Discuss at your table:What work have you begun in implementing your plan?What potential barriers might exist in accomplishing your plan?What successes have you encountered in developing/implementing your plan?

Connecting to your own contextLeadership of Others

https://todaysmeet.com/MathFellowsPlan• How does your learnings as a Fellow support

your work in your district/building?

• What more do you need to support your work?

Connecting to your own contextLeadership of Others

Authentic Student Mathematics GoalsPrinciples to Actions pgs 7-16

• Work together with your group to provide an example of a goal statement of the type described (pg. 12–14, Discussion).

• How does your goal statement connect to TPEP Student Growth Goal critical attributes?

• How can the development of specific math goals support other practices for effective teaching and learning? (pg. 10)

Formative Assessment Process Defined

Formative assessment is a deliberate process used

by teachers and students during instruction that

provides actionable feedback that is used to adjust

ongoing teaching and learning strategies to improve

students’ self-assessment, reflection and attainment of

curricular learning targets/goals. Clarify

Intended

Learning

Elicit

Evidence

Act on

Evidence

Interpret

Evidence

Resources in the Digital Library

* Resources include the following file types: Video, HTML5, Audio, PPT, Excel, Word, and PDF.

• Commissioned professional development modules• Resources for students and families

• Frame formative assessment within a balanced assessment system

• Articulate the formative assessment process• Highlight formative assessment practices and tools

• Commissioned professional development modules• Instructional materials for educators • Instructional materials for students

• High-quality vetted instructional resources and tools for educators

• High-quality vetted resources and tools for students and families

• Reflect and support the formative process• Reflect and support the Common Core State Standards

for Mathematics and English Language Arts• Create Professional Learning Communities

Assessment Literacy Modules

Exemplar Instructional Modules

Educational Resources

• Demonstrate/support effective implementation of the formative process

• Focus on key content and practice from the Common Core State Standards for Mathematics and English Language Arts

Resources in the Digital Library

Assessment Literacy Modules

Exemplar Instructional Modules

Education Resources

* Resources include the following file types: Video, HTML5, Audio, PPT, Excel, Word, and PDF.

• Not an assessment bank

• Not an item bank

• Not a learning management system where educators can register for training or receive credit by completing online courses

• Not a library for general public (requires registration and login)

• Not a site where any resource can automatically be posted; all resources must be vetted through the Quality Criteria

How does the definition and the attributes of the formative assessment process fit with your own definition and practice?

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Clarify

Intended

Learning

Elicit

Evidence

Act on

Evidence

Interpret

Evidence

The Smarter Balanced Assessment Consortium

Finding Resources in the Digital Library

https://www.smarterbalancedlibrary.org/digital-library-resources

Interactive Modules

Page 23

Acting on Evidence

From Research to Classroom Practice—Leadership of Others and in the Extended Community

• Take a few moments to consider your Professional Learning Plan as a Math Fellow

• Talk with your group for ideas• Focus on what you will do between now and Feb. 3

– Predictable Dynamics in Groups descriptors– Looking at Student work protocol– Establishing Mathematics Goals to Focus Learning– SBAC Digital Library

Clock Hours—register for Course ID 49713