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Published on September 4, 2007

Author: Charlie

Source: authorstream.com

Mathematics Coaching in Pittsburgh:  Mathematics Coaching in Pittsburgh Diane J. Briars Senior Program Officer, Mathematics and Science Education Pittsburgh Public Schools Instructional Coaching Conference Boston, MA September 21-23, 2005 Pittsburgh Public Schools:  Pittsburgh Public Schools 35,000 students 85 schools 53 elementary, 10 K-8 schools 17 middle 10 high schools 6 other schools 58.2% African American; 39.6% White; 2.2% Asian, Hispanic or Native American 62.2 % Free or Reduced Price Lunch Context:  Context District-wide implementation of standards-based (NSF) instructional materials K-5 6-8 NSF support LSC (PRIME) USP (PRIME-PLUS) Two central office mathematics administrators PRIME-PLUS Professional Development:  PRIME-PLUS Professional Development Is directly related to practice: Uses the standards, instructional materials and assessments as the basis for professional development Provides a progression of experiences designed to take all teachers from being: Non-Users to Mechanical Users to Insightful Users of standards-based materials. PRIME-PLUSProfessional Development:  PRIME-PLUS Professional Development Progression: Grade-specific Curriculum Previews (up to 50-60 hrs in year 1) Content strands, pedagogy, andamp; assessment (25-30 hrs per year) Seminars Developing Mathematical Ideas (DMI) Understanding Linear Functions PRIME-PLUSProfessional Development:  PRIME-PLUS Professional Development Workshops Release Day After School Saturday Summer School-based Support Who does this work? Resource Teachers What’s in a name?:  What’s in a name? Demonstration Teachers Coaches Resource Teachers Resource Teachers:  Resource Teachers Content specific Grade level specific K-5 6-8 9-12 Knowledgeable classroom teachers with Demonstrated success in student-centered instruction for all students Demonstrated leadership (ITLs) Resource Teacher Jeopardy:  Resource Teacher Jeopardy What is 6, 4, 7, 11, 9, 4 ? Resource Teachers:  Resource Teachers Numbers K-5, 53 schools: 6, 4, 7, 11, 9, (4) 6-8, 17 middle schools, 10 K-8 schools: 2 + curriculum specialist, 5 + cs, (2) 9-12, 10 schools: 1, 1 + cs, 3 + cs, (1 + cs) Deployment Schools, teachers who want services Equal shares Improvement schools Resource Teacher Work:  Resource Teacher Work Contact with Teaches District workshops District-wide School-based After School, Saturday, Summer Central and Site-Based School-based Support Demonstration lessons Coaching Co-planning Parent andamp; Community Workshops Resource Teacher Work: School-based:  Resource Teacher Work: School-based Informal Observation andamp; Debriefing Formal Observation andamp; Conference Demonstration Lesson Co-teaching/co-planning Coaching Meetings-ESEP,Content, TIP, Team, Grade level Short discussion with individual or small group about a specific topic. Learning Walks andamp; Reviews Parent activities Resource Teacher Work: District Level:  Resource Teacher Work: District Level Workshops Preparing materials Assessments Syllabi and pacing guides Course materials, e.g., lessons Data collection/analysis, school reports, CEIP (school improvement plan) Slide14:  Coach or Personal Trainer? PPS Coaching Model:  PPS Coaching Model Work with groups of teachers Planning—group discussion of plan Observation—teachers observing each other Reflection—group discussion of lesson. Next steps Slide16:  Criteria List For a Standards-Based Connected Mathematics Classroom:  Criteria List For a Standards-Based Connected Mathematics Classroom Classroom Environment q       Specific standards for the current Connected Mathematics Unit are visible and referred to in the lesson. q       Student seating facilitates group or pairs work. q       Displays of student work, along with standards, rubrics and feedback in rubric language, and that demonstrate understanding of mathematical concepts and problem solving are visible in classroom or hallway Student work should contain: Explanations Representations (charts, tables, graph, pictures, etc.) q       Mathematical tools such as calculators, manipulatives, graph paper, and markers are available. q       Student projects related to the curriculum are on display. q       Essential vocabulary words are displayed in a word wall. q       Every student has a notebook (binder) containing current unit, classwork, homework, and vocabulary… q       Student friendly standards and rubrics are posted and used by students to judge their work. q       WarmUps thattake no longer than 5-7 minutes and are relevant to the curriculum. (The CMP WarmUp Binder or ACE questions) Launch (Teacher Directed) q       Teacher reviews prior knowledge needed and ensures that the students understand the context and the vocabulary used in the task, leaving the task open-ended enough to be challenging. q       Teacher makes it clear to the students the format for their response: Individual, pair, or group responsibilities Presentation format (poster paper, transparency, labsheet,) q       Distribution of materials is organized. Explore (Student Centered) q       Students are solving the task, sharing ideas with one another, questioning each other, explaining their thinking and discussing strategies. q       Teachers are facilitating where needed by asking questions encouraging and redirecting students q       Enough time is allotted for students to sufficiently struggle with the mathematics and come to an understanding of the concepts embedded in the task.   Summary (Teacher-Directed, Student-Centered) q       Students share/present their solutions to the class, explaining their thinking and outlining their process. Other students are actively listening and posing questions, suggesting alternatives and building on the presented solution. q       The teacher's role is to ensure that the mathematical goals of the task have been addressed and connected to previous learning. q       A variety of solutions should be presented and discussed.   Learning Walk Feedback: Examining Student Work:  Learning Walk Feedback: Examining Student Work Assignment Student Response Teacher Response Quarterly Assessments Resource Teacher Work: School-based:  Resource Teacher Work: School-based Informal Observation andamp; Debriefing Formal Observation andamp; Conference Demonstration Lesson Co-teaching/co-planning Coaching Meetings-ESEP,Content, TIP, Team, Grade level Short discussion with individual or small group about a specific topic. Learning Walks andamp; Reviews Parent activities Resource Teacher Work: School-based:  Resource Teacher Work: School-based Informal Observation andamp; Debriefing Formal Observation andamp; Conference Demonstration Lesson Co-teaching/co-planning Coaching Meetings-ESEP,Content, TIP, Team, Grade level Short discussion with individual or small group about a specific topic. Learning Walks andamp; Reviews Parent activities Resource Teacher Work: District Level:  Resource Teacher Work: District Level Workshops Preparing materials Assessments Syllabi and pacing guides Course materials, e.g., lessons Data collection/analysis, school reports, CEIP (school improvement plan) How Resource Teachers Spend Their Time:  How Resource Teachers Spend Their Time One-on-One work with teachers: 37% School-based work with groups of teachers: 10% Administrators: 7%-10% District level work: 18% Preparation: 7%-8% Everything else—20% Resource TeacherProfessional Development:  Resource Teacher Professional Development Program specific CMP workshops Facilitator training workshops, e.g., DMI Bring consultants to PPS Peg Smith re: Math Tasks Framework MARS: analyzing student work EDC: algebraic thinking 'Regular' team meetings Slide24:  Impact? PSSA Mathematics ResultsAll Students, % Proficient or Advanced Error bars show the 95% confidence intervals.*:  PSSA Mathematics Results All Students, % Proficient or Advanced Error bars show the 95% confidence intervals.* # tested 2002 2003 2004 2005 G5: 2848 2732 2496 2263 G8: 2578 2360 2640 2432 G11: 2032 1908 2095 1968 *Bars that do not overlap indicate that the differences are reliable. PSSA Grade 5 Mathematics Results All Students by Race% Proficient or Advanced:  PSSA Grade 5 Mathematics Results All Students by Race % Proficient or Advanced # tested 2002 2003 2004 2005 All: 2848 2732 2496 2263 AA: 1690 1654 1432 1355 W : 998 959 891 772 PSSA Grade 8 Mathematics Results All Students by Race% Proficient or Advanced:  PSSA Grade 8 Mathematics Results All Students by Race % Proficient or Advanced # tested 2002 2003 2004 2005 All: 2578 2360 2640 2432 AA: 1402 1450 1447 1426 W : 1037 980 1046 887 PSSA Mathematics Longitudinal Results Cohort of 2002 5th Graders, 2005 8th GradersAll Students by Race% Proficient or Advanced:  PSSA Mathematics Longitudinal Results Cohort of 2002 5th Graders, 2005 8th Graders All Students by Race % Proficient or Advanced # tested 2002 2005 All: 2848 2432 AA: 1690 1426 W : 998 887 Grade 5 Mathematics PSSA Results by Race 1997-2005All Students - % Proficient or Advanced:  Grade 5 Mathematics PSSA Results by Race 1997-2005 All Students - % Proficient or Advanced Strategies for Increased Achievement:  Strategies for Increased Achievement High quality, rigorous curriculum Increased instructional time so teachers can teach the curriculum and provide remediation and enrichment. High quality instruction Continuous monitoring of student progress through district and classroom assessments Professional development to help teachers diagnose students’ needs and provide appropriate interventions Resource Teachers provided extensive site-based professional development to improve instruction. Extended day and extended year programs Additional mathematics teachers for Improvement Schools to individualize instruction Issues:  Issues Who should RTs work with: New teachers Struggling teachers 'Average' teachers Strong teachers Within School Time allocation Distributed? Concentrated? Preparation/qualifications How much knowledge is 'enough'? Content knowledge vs. 'people skills' Issues:  Issues Institutionalization Funding Developing site-based leaders/coaches Union contraints Site-based leaders from across district

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