distributed leadership for mathematics bringing together district, school, & university...
TRANSCRIPT
Distributed Leadership
for MathematicsBringing Together
District, School, & University Leadership to Support Highly
Qualified TeachersUniversity of Wisconsin-Milwaukee
DeAnn Huinker, [email protected]
Sharonda Harris, [email protected]
National Council of Supervisors of Mathematics (NCSM) Annual Meeting
Anaheim, California, April 2005
Milwaukee Public Schools
Pandora Bedford, Math Teaching [email protected]
Beth Schefelker, Math Teaching [email protected]
www.mmp.uwm.edu
Based upon work supported by the National Science Foundation Grant No. EHR-0314898.
Session Goals
Become familiar with the components of a Distributed Leadership Model for mathematics in a large urban district.
Examine impacts on and supports for teacher quality in mathematics from a “case study” school.
Thinking about your school, who provides leadership for:
Monitoring students’ learning on state tests and district/school assessments?
Setting school “math” priorities?
Ensuring consistency in math teaching and curriculum across grades?
Supporting teachers’ math learning?
Distributed Leadership Practice
is stretched over people not just one person. recognizes multiple leaders in both formal
positions and informal roles. takes shape in interaction of people—both
leaders and followers. is situated—defined by a situation, including
material artifacts & organizational structures. is content specific, e.g., differs for
mathematics as compared to reading.
(Spillane, Halverson, & Diamond, 2001, 2004; Spillane & Sherer, 2004)
Milwaukee Public Schools
105,000 students 6700 Teachers 184+ Schools 61% African American, 15%
Hispanic, 17% White, 4% Asian, 3% Other
77% Free/Reduced Lunch
Need forDistributed Leadership
Lack at the school level for: Leadership and vision for
mathematics. Teacher and administrator math
content knowledge. Knowledge of the NCTM Principles and
Standards and State Standards. Pedagogy for teaching with standards-
based curriculum materials.
Learning Team
Other Key Teachers
PrincipalLiteracy Coach
*Math* Teacher Leader
School-based Learning Teams are the infrastructure that allow for distributed
leadership for mathematics.
School-based Learning Teams
Nucleus of school planning for improving instruction and student achievement.
Drive school implementation of district vision—Comprehensive Math Framework.
Ensure embedded math professional development & support for all teachers.
Build a school math learning community.
What is the work of Learning Teams?
Learning Teams meet regularly to:
Analyze student achievement data.
Discuss areas of need in mathematics.
Plan professional development for teachers and staff in the school.
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Learning Team
Other Key Teachers
PrincipalLiteracy Coach
*Math* Teacher Leader
Math Teacher Leaders are “key” for focusing their Learning Teams and
schools on mathematics.
Characteristics of a Math Teacher Leader
Classroom teacher.
Respected among colleagues.
Uses inquiry-based approaches.
Shows initiative.
Able to access resources.
Ability to facilitate adult learning.
What is the work of Math Teacher Leaders?
Keep math on the agenda. Link to district and partnership resources. Facilitate professional development at
grade level & staff meetings. Model classroom instruction. Serve as resources to administrators,
teachers, and parents. Network with other Math Teacher Leaders
and provide interschool support .
Math Teacher Leader Training
Monthly training session strands:
Math content knowledge.
Coaching and leadership skills.
District alignment—math framework, learning targets, state standards and tests, common classroom assessments.
Learning Team
Other Key Teachers
Principal Literacy Coach
*Math* Teacher Leader
District MathematicsLeadership
University Mathematics &
Math
Education Faculty
District Support
1 District Math Curriculum Specialist 6 Math Teaching Specialists Support “cohort” of 25+ schools. District-wide Learning Team trainings. Joint trainings to build collaboration of
Literacy Coach & Math Teacher Leader. District-wide math workshops for
teachers, principals, and parents.
University Support University Professors
Mathematics Education Faculty Mathematics Faculty
4 Teachers-in-Residence Develop math content training for MTLs. University courses offered in district. Plan and coordinate a 12-credit math
fellowship program for MPS teachers.
Case Study School
Grades PK—8
625 students
40 Teachers & Staff
67
85
0
20
40
60
80
2002-03 2003-04
Percent Proficient/AboveGrade 4 Wisconsin
Assessments
A Look at a School Planto Support Teacher
Quality
What are examples of the “vision” this school has for implementing mathematics in 2004?
What kind of growth are you seeing as you analyze the Action Plan for 2005?
What expectations does this Learning Team has for its staff? students? parents?
Formative Feedback
Examine Student
Work
Design Assessments
Unpack Targets
Learning TargetsLearning Team Continuum of
Work
High Quality Teachers
Milwaukee Mathematics
Partnership
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. EHR-0314898.
www.mmp.uwm.edu