Mathematics Teacher Leadership Building, Supporting, and Sustaining Professional Growth for Teachers Janis Freckmann, Milwaukee Public Schools DeAnn Huinker, University of WisconsinMilwaukee freckmjl@

Mathematics Teacher Leadership Building, Supporting, and Sustaining Professional Growth for Teachers Janis Freckmann, Milwaukee Public Schools DeAnn Huinker, University of WisconsinMilwaukee [email protected] • [email protected] New Wisconsin Promise Conference Madison, Wisconsin, January 9, 2007 Wisconsin Department of Public Instruction This material is based upon work supported by the National Science Foundation Grant No. 0314898.

Session Goals • Learn about the roles and responsibilities of a school-based mathematics teacher leader. • Gain knowledge of strategies for developing mathematics teacher leaders and how they work to support school leaders and classroom teachers. This material is based upon work supported by the National Science Foundation Grant No. 0314898.

Thinking about your school… Who provides leadership for: • Setting school “math” priorities & vision? • Ensuring consistency in math teaching and curriculum across grades? • Supporting teachers’ math learning? • Examining students’ learning on district & school assessments and state tests? This material is based upon work supported by the National Science Foundation Grant No. 0314898.

Milwaukee Public Schools • 100,000 students • 6700 Teachers • 184+ Schools • 61% African American, 15% Hispanic, 17% White, 4% Asian, 3% Other • 77% Free/Reduced Lunch This material is based upon work supported by the National Science Foundation Grant No. 0314898.

Our Challenge Building the capacity of schools for continuous improvement toward student success with challenging mathematics. This material is based upon work supported by the National Science Foundation Grant No. 0314898.

Learning Team Math Teacher Leader Principal Literacy Coach Other Key Teachers School-based Learning Teams are the infrastructure that allow for distributed leadership for mathematics. This material is based upon work supported by the National Science Foundation Grant No. 0314898.

School-based Learning Teams • Nucleus of school planning for improving instruction and student achievement. • Drive school implementation of district learning targets and state standards and common classroom assessments. • Plan math professional development for teachers and staff in the school. • Build a school math learning community. This material is based upon work supported by the National Science Foundation Grant No. 0314898.

Learning Team Math Teacher Leader Principal Literacy Coach Other Key Teachers Math Teacher Leaders are “key” for focusing their Learning Teams and schools on mathematics. This material is based upon work supported by the National Science Foundation Grant No. 0314898.

Characteristics of a Math Teacher Leader • Classroom teacher. • Shows initiative. • Respected among colleagues. • Able to access resources. • Uses standardsbased approaches. • Ability to facilitate adult learning and conversations. This material is based upon work supported by the National Science Foundation Grant No. 0314898.

Math Teacher Leader Training Monthly training session strands: • Math content knowledge. • Leadership and coaching skills. • District alignment—math learning targets, State Standards and Wisconsin Assessment Framework, WKCE, common classroom assessments. This material is based upon work supported by the National Science Foundation Grant No. 0314898.

MTL School-based Activities Keep math as a focus in the school and community This material is based upon work supported by the National Science Foundation Grant No. 0314898.

MTL School-based Activities Advocate math time for: – Create Professional Development – Implement Professional Development – Providing resources to staff – Colleague conversations on math This material is based upon work supported by the National Science Foundation Grant No. 0314898.

MTL School-based Activities Coordinate, facilitate, and encourage math Professional Development: • Content knowledge • Classroom Assessments based on Standards (CABS) • State Standards and Wisconsin Assessment Framework and district learning targets This material is based upon work supported by the National Science Foundation Grant No. 0314898.

Learning Team Math Teacher Leader District Math Leadership Math Curriculum Specialist Math Teaching Specialists Literacy Coach Principal Other Key Teachers University Mathematics & Math Education Faculty This material is based upon work supported by the National Science Foundation Grant No. 0314898.

Math Action Plan to Support Teacher Quality • Provides a school vision for sustained and ongoing teacher learning • Based student and teacher needs • Supports a community of teachers learning together (e.g., lessons, assessments, student work) This material is based upon work supported by the National Science Foundation Grant No. 0314898.

High Quality Formative Teachers Feedback Examine Student Work Design Assessments Unpack Targets Learning Targets Learning Team Continuum of Work This material is based upon work supported by the National Science Foundation Grant No. 0314898.

Learning Teams Continuum of Work for Mathematics Awareness of Learning Targets Unpack & Align Targets to State Framework Understand importance of identifying and articulating big ideas in math to bring consistency to a school’s math program. Develop meaning for math ideas embedded in the targets and alignment to state standards and school’s math program. • Grade level • Across grades Level 1 CABS: Designing CABS Level 2 CABS: Examining Student work Level 3 CABS: Formative Feedback Provide measure of consistency of student math achievement on the targets. Examine student work to monitor achievement and progress toward the math targets. Use student work for instructional decisions and for appropriate and continuous student feedback. • Data on student achievement • Clarification • Thinking Levels Statements • State Descriptors • School CABS • District Models • Protocol for student work • Grade level • Across grades • Scoring guides • Feedback guide or templates • Rubrics This material is based upon work supported by the National Science Foundation Grant No. 0314898.

Number of Schools at Each Stage of the Continuum Over 3StageYears Stage 1 2 Stage 3 Stage 4 Stage 5 Awareness of Targets Unpack & Align Targets to State Framework CABS: Design CABS CABS: Examine Student work CABS: Formative Feedback Year 1 101 2003-04 38 53 9 0 1 Year 2 2004 -05 97 17 33 37 5 4 Year 3 2005 -06 97 0 8 42 35 12 n This material is based upon work supported by the National Science Foundation Grant No. 0314898.