an administrator’s toolkit: supporting teachers in k – 9 mathematics implementation
DESCRIPTION
An Administrator’s Toolkit: Supporting Teachers in K – 9 Mathematics Implementation. Developed by the Southern Alberta Professional Development Consortium (SAPDC) as a result of a grant from Alberta Education to support implementation of the new Alberta K – 9 Mathematics Program of Studies. - PowerPoint PPT PresentationTRANSCRIPT
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An Administrator’s Toolkit:Supporting Teachers
in K – 9 Mathematics Implementation
Developed by the Southern Alberta Professional Development Consortium (SAPDC) as a result of a grant from Alberta Education to support implementation
of the new Alberta K – 9 Mathematics Program of Studies
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LogisticsPage numbers in the upper right hand corner of the
slides refer to pages in the Toolkit.
Participants will require access to a copy of the Toolkit in order to take full advantage of this webinar.
Contact your regional consortium www.arpdc.ab.ca for information on how to access the Toolkit.
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Key Purposessupport administrators in their role as instructional
leaders;provide a vision of what the new Mathematics Program
of Studies will look like when fully implemented;provide a framework for assessment of school progress in
implementing and refining the mathematics program over time; and
provide background information and professional development materials to facilitate effective mathematics implementation.
p. 1
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Key Purpose• support administrators in their role as instructional leaders
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Role of the PrincipalFrom the Principal Quality Practice Guideline (2009)3. Leading a Learning Community
c) promotes and facilitates meaningful professional development for teachers and other staff
4. Providing Instructional Leadershipa) demonstrates a sound understanding of current pedagogy
and curriculum
p. 3
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Role of the Principal
What skills will a principal require in order to create and lead a community of learners?
What support might a principal require in order to develop a sound understanding of the new
Mathematics Program of Studies?
p. 3
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Key Purpose• provide a vision of what the new Mathematics Program of Studies will look like when fully implemented
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Alberta K – 9 Mathematicsa shift from content to process;an emphasis on the program foundations (front matter)
to guide planning and instruction;a shift from teacher directed instruction to collaborative
and constructivist (student directed) learning;a shift in assessment practice from the ‘one right answer’
to multiple plausible answers; anda shift from reliance on a single textbook to the inclusion
of a variety of learning materials, including manipulatives.
p. 4
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Alberta K – 9 Mathematics
What impact will these new directions have on mathematics instruction and assessment?
What support will teachers require in order to develop a sound understanding of the new Mathematics Program of Studies?
p. 4
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A Guide to Support Implementation:Essential Conditions
“Successful implementation requires the coordinated, collaborative, and comprehensive efforts of education partners working together towards a shared vision of learning success for all students.”
p. 5
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Essential Conditionsshared visionleadershipresearch and evidenceresourcesteacher professional growthtimecommunity engagement
How is mathematics implementation impacted by these essential conditions?
p. 5
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Opportunities for Conversationswww.essentialconditions.ca
templates and toolsGuiding QuestionsPlansEvidence
Who might provide input into the essential conditions for mathematics implementation?
p. 6
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Key Purpose• provide a framework for assessment of school progress in implementing and refining the mathematics program over time
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Gauging NeedsReflective tools for
administrator reflection;teacher reflection;individual conversations with teachers as they consider
possible goals for inclusion in Teacher Professional Growth Plans; and
small group conversations with and among teachers to gather a snapshot of program implementation at the school level.
p. 7
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Reflective Tool A:Understanding Teacher Strengths & NeedsAdministrator Self-reflectionTeacher profiles
What they bringWhat they might need
Math Major - Experienced Math Major - Beginning
Non Math Major - Experienced Non Math Major - Beginning
p. 8
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Reflective Tool B:Our Teaching/Learning ContextAdministrator Self-reflectionStudents, teachers, parents/community, administrators
questions to ponderresponses and possible implications
p. 9
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Reflective Tool C:Teacher Self-reflectionreadiness to implement various elements
Red Light limited understanding; currently not using
Yellow Light some understanding; beginning to use
Green Light very comfortable; already implementing
p. 11
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Reflective Tool D:Mathematics Continuum
The continuum is not a rubric for program or teacher evaluation, but rather a tool to guide reflection and planning.What is our current level of implementation within each category? What does implementation look like in our school/my classroom at
the present time? What strengths do we individually and collectively have to share with
colleagues?What professional learning would enhance implementation in our
school/my classroom?
just beginning some experience well on their way
p. 13
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Reflective Tool D:Mathematics Continuum
The continuum is not a rubric for program or teacher evaluation, but rather a tool to guide reflection and planning.What is our current level of implementation within each category? What does implementation look like in our school/my classroom at
the present time? What strengths do we individually and collectively have to share
with colleagues?What professional learning would enhance implementation in our
school/my classroom?
just beginning some experience well on their way
p. 13
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Gauging Needs
How might the various reflective tools support successful implementation?
pp. 7 – 14
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Key Purpose• provide background information and professional development materials to facilitate effective mathematics implementation
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Supporting Teachers through Professional Learningopportunities for school-based professional
conversationsengage in reflective practicereview researchexamine curriculumprovide inputdetermine prioritiesset common goalsprovide collaborative supportidentify further professional learning and resource needs
p. 15
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Professional Learning ModulesModule 1: Teaching and Learning MathematicsModule 2: Instructional FocusModule 3: Conceptual UnderstandingModule 4: Number SenseModule 5: Personal StrategiesModule 6: VisualizationModule 7: ReasoningModule 8: Problem SolvingModule 9: CommunicationModule 10: Using Concrete Materials
p. 16
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Professional Learning ModulesModule 1: Teaching and Learning MathematicsModule 2: Instructional FocusModule 3: Conceptual UnderstandingModule 4: Number SenseModule 5: Personal StrategiesModule 6: VisualizationModule 7: ReasoningModule 8: Problem SolvingModule 9: CommunicationModule 10: Using Concrete Materials
p. 16
Facilitator Participant
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Professional Learning Modules: Facilitator MaterialsFacilitator NotesDetails – purpose, participant outcomes, time required, materialsIntroductionBridging Back to the Previous ModuleFocus ActivityLink to CurriculumArticle Study and ConversationNext StepsFacilitator ReflectionFacilitator CommentaryPowerPoint SlidesParticipant Materials
Module 4
Facilitator
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Professional Learning Modules: Facilitator MaterialsContents ListingFacilitator NotesDetails – purpose, participant outcomes, time required, materialsIntroductionBridging Back to the Previous ModuleFocus ActivityLink to CurriculumArticle Study and ConversationNext StepsFacilitator ReflectionFacilitator CommentaryPowerPoint SlidesParticipant Materials
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Professional Learning Modules: Facilitator MaterialsContents ListingFacilitator NotesDetails – purpose, participant outcomes, time required, materialsIntroductionBridging Back to the Previous ModuleFocus ActivityLink to CurriculumArticle Study and ConversationNext StepsFacilitator ReflectionFacilitator CommentaryPowerPoint SlidesParticipant Materials
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Professional Learning Modules: Facilitator MaterialsContents ListingFacilitator NotesDetails – purpose, participant outcomes, time required, materialsIntroductionBridging Back to the Previous ModuleFocus ActivityLink to CurriculumArticle Study and ConversationNext StepsFacilitator ReflectionFacilitator CommentaryPowerPoint SlidesParticipant Materials
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Professional Learning Modules: Facilitator MaterialsContents ListingFacilitator NotesDetails – purpose, participant outcomes, time required, materialsIntroductionBridging Back to the Previous ModuleFocus ActivityLink to CurriculumArticle Study and ConversationNext StepsFacilitator ReflectionFacilitator CommentaryPowerPoint SlidesParticipant Materials
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Professional Learning Modules: Facilitator MaterialsContents ListingFacilitator NotesDetails – purpose, participant outcomes, time required, materialsIntroductionBridging Back to the Previous ModuleFocus ActivityLink to CurriculumArticle Study and ConversationNext StepsFacilitator ReflectionFacilitator CommentaryPowerPoint SlidesParticipant Materials
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Professional Learning Modules: Facilitator MaterialsContents ListingFacilitator NotesDetails – purpose, participant outcomes, time required, materialsIntroductionBridging Back to the Previous ModuleFocus ActivityLink to CurriculumArticle Study and ConversationNext StepsFacilitator ReflectionFacilitator CommentaryPowerPoint SlidesParticipant Materials
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Professional Learning Modules: Facilitator MaterialsContents ListingFacilitator NotesDetails – purpose, participant outcomes, time required, materialsIntroductionBridging Back to the Previous ModuleFocus ActivityLink to CurriculumArticle Study and ConversationNext StepsFacilitator ReflectionFacilitator CommentaryPowerPoint SlidesParticipant Materials
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Professional Learning Modules: Facilitator MaterialsContents ListingFacilitator NotesDetails – purpose, participant outcomes, time required, materialsIntroductionBridging Back to the Previous ModuleFocus ActivityLink to CurriculumArticle Study and ConversationNext StepsFacilitator ReflectionFacilitator CommentaryPowerPoint SlidesParticipant Materials
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Professional Learning Modules: Facilitator MaterialsContents ListingFacilitator NotesDetails – purpose, participant outcomes, time required, materialsIntroductionBridging Back to the Previous ModuleFocus ActivityLink to CurriculumArticle Study and ConversationNext StepsFacilitator ReflectionFacilitator CommentaryPowerPoint SlidesParticipant Materials
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Professional Learning Modules: Facilitator MaterialsContents ListingFacilitator NotesDetails – purpose, participant outcomes, time required, materialsIntroductionBridging Back to the Previous ModuleFocus ActivityLink to CurriculumArticle Study and ConversationNext StepsFacilitator ReflectionFacilitator CommentaryPowerPoint SlidesParticipant Materials
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Professional Learning Modules: Participant MaterialsHandout MaterialsFocus ActivityLink to Program of StudiesNCTM Article(s)Next StepsParticipant Materials
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Professional Learning Modules
What benefits might result from using the professional learning modules at the school level?
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In Conclusion…
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Key Purposessupport administrators in their role as instructional
leaders;provide a vision of what the new Mathematics Program
of Studies will look like when fully implemented;provide a framework for assessment of school progress in
implementing and refining the mathematics program over time; and
provide background information and professional development materials to facilitate effective mathematics implementation.
p. 1
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For Further Informationwww.arpdc.ab.ca