patti brosnan diana erchick director: program director ...€¦ · mathematics coaching program mcp...

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The Ohio State UniversityMathematics Coaching Program

Patti Brosnan Diana ErchickDirector: Program Director: Research & Evaluation

http://mcp-coaching.osu.edu

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Welcome!!• Introductions.• Why we’re here.• What to expect: Information on

– What students CAN do, Description of the MCP program, roles of participants, project philosophy and approach, Problem Sets, Site Visits.

– Data overviews with student, school, teacher and coach data.

– Assurances and budgeting ideas from ODE.

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The MCP Approach• Student thinking: Why we do this work.• MCP Conceptual Framework.• MCP Structural Model.• Coaching Model Implemented.• Roles of:

– MCP Team members, Facilitators, Coaches, Principals, and Teachers.

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What was she thinking?• The Problem:

– There are 42 stamps to put in the stamp book. There are 7 pages in the stamp book. How many stamps can be on each page if all of the pages and all of the stamps are used and there are the same number of stamps on each page?

• Given to a second grade student.

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Interviewer notes• The student’s responses to the stamp problem

were documented as below. What is the student thinking?

Q. 42/7A: 3 X 4 = 12

12 + 2 = 142 X 7 = 144 + 2 = 6

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Look at This!!Q. 42/7

A: 3 X 4 = 12

12 + 2 = 14

2 X 7 = 14

4 + 2 = 6

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Look at This!!Q. 42/7

A: 3 X 4 = 12

12 + 2 = 14

2 X 7 = 14

4 + 2 = 6

• 4 threes left over after the 7 from each 10 (in 40).

• 2 extra ones in 42, so 14 ones left over altogether.

• There are 2 sevens in the left over 14, plus the 4 sevens from the 4 tens in step one.

• That makes 6 sevens in 42!

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Classroom interactions: teacher-centered to student-centered

Task selection:Rigid procedural focus to richly connected and integrated conceptual/ procedural focus

Student-centered

mathematics instruction

Assessment:Judgmental focus to informative focus

Content knowledge: Limited to rigorous

Processes:Static application to dynamic integration

Equity & Diversity:Umbrella focus to individual focus

Societal norms:Cultural ignorance to cultural awareness

Classroom norms: Externalized authority to shared authority

MCP Conceptual Framework

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MCP Structural Model

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StudentsTeachersCoach (district hire)

Teachers

Teachers

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Coach (district hire)

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Mathematics Coaching Preparationby Year

Year 1 Learning as students. Content, thinking, learning.Learning as teachers. Content, student thinking, pedagogy.Learning as coaches. All of the above plus working with peers.Working with data.

Year 2 Deeper Content through middle school mathematics.Deeper Student Thinking assessment and decision making.Deeper Learning, Pedagogy and Coaching with MCP Team.Working with data.

Year 3 Advanced Coaching.Advanced Leadership.Independent Learning and Leading.Working with data.

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MCP Coaching Model• Getting started: Awareness session, recruiting volunteers• Working in the classroom:– 4 teachers at a time, every day for 4-6 weeks, in the

classroom.– Pre and post conferencing and team planning between the

coach and the teacher– Focus on student learning, data about student understanding,

pedagogical choices, and mathematics content aligned with the ODE standards and the MCP framework.

• This is not a pull-out program. Coaches are not substitute teachers; coaches are not modelers.

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MCP Teaching Approach• The MCP pedagogy is curriculum independent • The pedagogy consists of:

– Rich problems;– Allowing students to work freely.– Questioning, encouraging, facilitating discussions.– Documenting the on-going assessment. – Grounding instructional strategies on assessment.– Focus on student thinking.– Constant use of NCTM Process Standards.

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Roles of MCP Team Members• MCP Project Staff

• Facilitators

• Coaches

• Principals

• Teachers

• MCP Site Visitors

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We have ONE GOAL

We will work together to enact researched-based ideas in YOUR classroom with YOUR kids using YOUR materials and YOUR curriculum to improve student learning and understanding of mathematics.

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Problem Solving

• Jasmine’s Learning across time.• Look for elements of growth.

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Logistics

Reimbursement Information

Lunch

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Problem Sets• What are they?• What is the purpose for using them?• Administering the problem sets.• The importance of documenting students’

authentic responses.• Let’s consider an example.

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What Are the Problem Sets?• Each set consists of five problems• Each grade level has a specific problem set• Each problem addresses one of the five

content standards identified by NCTM and ODE– Number and Number Sense– Patterns, functions and Algebra– Measurement– Geometry and visualization– Data analysis

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Process Standards• Each problem provides children an

opportunity to demonstrate their proficiency with Process Standards identified by NCTM and ODE– Communication– Connection– Reasoning– Multiple representation– Problem solving

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What Is the Purpose for Using the Problem Sets?

• Provide informative qualitative information on children’s problem solving skills

• Provide evidence of the students’ growth over time with an emphasis on the mathematical processes

• Provide illustrations of authentic ways that children might solve problems and their thinking

• They are equally as valuable to teachers.

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Administering the Problem Sets• Give students time to think about the problem and

decide on a strategy they find useful• Please advise students to show all their work; recording

only a final answer is not enough• Reassure students that getting the “right” answer is not

the focus of the task• Neatness is not of importance; we learn from how

children organize their ideas• What we are interested in is learning HOW children

solve problems in each area, the methods they use and how they communicate their ideas in writing

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Why Authenticity of Students’ Responses Is Crucial

They allow us to tell:- how students' mathematical processing

changes over time; and - whether students begin to develop an

integrated procedural-conceptual approach to doing mathematics

- They can greatly influence what they do in class and enhance student learning

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The Rope Problem

• Jessica needs to buy a rope for a school project. She needs length of one-fourth, three-fifths foot, and two-thirds foot. How much rope does she need in all?

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Sample Response 1

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Sample Response II

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Sample Response III

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Sample Response IV

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Data OverviewCoach Level Teacher Level Student LevelLMT (UM) LAMP (MCP/OSU) OATs – Public RecordLAMP (MCP/OSU) Coach Reports/1-on-1 OATs – MCP Pre/PostFacilitator Reports Coach Reports/Classroom Problem SetsCoach Reports In Development - 09-10: Coach Report/ClassroomSite visits Classroom Observation Primary GradesCoach Interviews Teacher Interviews In Development - 09-10:Scripting/Scenario Prompt

Social Justice Implementation

Classroom Observation

Social Justice: Coach DevelopmentPD documentation

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The MCP LAMPShedding a little light on

content and pedagogy

• What we’re trying to learn• How the instrument is constructed• The analysis vs scoring issue• How results are used• Confidentiality

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• Mathematics Content:

– Procedural to Integrated Procedural/Conceptual (Baroody et al., 2007)

• Mathematics Pedagogy:

– Direct instruction to Learner-Responsive Pedagogy (LRP), (MCP, 2009)

• Equity Pedagogy:

– Perspectives that support teaching so that allstudents have the opportunity learn.

Theoretical Frame

Erchick & Joseph March 3, 2010

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Bobby was given the problem 17 – 9 = _________ and solved it as follows: 17 – 9 = 17 – 10 – 1

A. From the options below, circle one rationale for Bobby's thinking that most closely matches what you would expect Bobby is thinking:

a) Bobby might be trying to keep both sides of the equation equal.b) Subtracting 9 is the same as subtracting 10 and then adding one more.c) Bobby does not understand how to borrow from the tens place.d) This is a good way for Bobby to solve the problem.

B. Elaborate on your selection in part A.

Sample LAMP Item – Content


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1. Bobby was given the problem 17 – 9 = _________ and solved it as follows: 17 – 9 = 17 – 10 – 1

C. From the choices below, circle the option that most closely represents what you could say or do to help Bobby further his understanding:

a) Practice addition and subtraction facts.b) I would ask Bobby to explain and justify his strategy.c) I would have him solve both sides using pictures or models and compare his

answers.d) Explain to him he needs to add the 1 to get back to 9.

D. Elaborate on your selection in part C.

Sample LAMP Item - Pedagogy


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Frame of Analysis• Mathematics Content Perspectives

– Responses identified on a continuum– Procedural, Conceptual, Integrated Procedural/Conceptual

• Mathematics Pedagogy Perspectives– Responses identified on a continuum– Teacher Directed, Problem-Based/Student Centered,

Learner Responsive Pedagogy

• Equity Pedagogy Perspectives– Codes based on equity literature theory and research– Ten codes, each as an example or non-example

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Findings on Teacher Change• Mathematics Content Perspective

– Statistically significant change, pre to post – Effect size: .338 – Improvement of about 13 percentile points

• Mathematics Pedagogy Perspective– Statistically significant change, pre to post– Effect size: .385– Improvement of about 15 percentile points

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Relationship to Equity Pedagogy• Mathematics content and equity pedagogy

– Statistically significant differences between P and IPC – Teachers with IPC content perspectives have more favorable

equity codes than teachers with P content perspectives ( effect size 0.65)

• Mathematics pedagogy and equity pedagogy– Results suggest strong associations between mathematics

pedagogy perspectives and equity pedagogy – Significant differences between TD and PSC (Effect size: 1.54)– Significant differences between PSC and LRP (Effect size: 0.39)– Significant differences between LRP and TD (effect size: 0.93)

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Overall RelationshipTeacher Directed Pedagogy and (superficial)

Procedural Perspectives on mathematics content do not support equity pedagogy well.

Problem-Based/Student-Centered and Learner Responsive Pedagogy, and Integrated

Procedural/Conceptual perspectives on mathematics content do support equity pedagogy.

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Student Achievement Data: Generating Comparison Groups

• ODE identified schools that are eligible for additional Title 1 funds.

• From that list, the MCP removed all schools that had a literacy coach – because they were then not eligible for math coach.

• From the remaining math-eligible, schools the MCP sorted out those that did choose to be in the MCP.

• The remaining group is comprised of all of the math-eligible schools that did not choose to be a part of the program – i.e. the “non-coached” schools.

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Schools: 175Coaches:125Teachers: ~3,043Students: ~76,075School Districts: 58Counties: 31

MCP Numbers

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Mathematics Scores2006-2007

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Reading & Writing Scores2006-2007

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Major Urban, 4th Grade, 1st Full Year

Pre-Test

Post-Test

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After One Year

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MCP Means, Effect Sizes, and Significance Across 4 Years

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Percent of Schools vs. Average Percent at of Above Proficient

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MCP Sub-GroupsGrade 3 Grade 6

Race

Disability

Poverty

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Q&A from the day

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Patti Brosnan Diana ErchickDirector: Program Director: Research & Evaluation

http://mcp-coaching.osu.edu

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Budget• Brad Findell – Director of Mathematics

Initiatives, ODE– CCIP– Creative Budgeting

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Math Coaching ProgramSite Visits

•Kristi Graves•Laurie Hunker

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Why Site Visits?• A qualitative snap shot• Communication• Data Collection• Accountability

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About the Site Visitors• Work Extensively with

Curriculum & Instruction• Mathematics Experience• Observation Experience• With Observations in schools• High level of education• Involvement with the Math

Coaching Program

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• For all participating coaches• 1-2 site visits• Time varies• Site visitors write exactly what they hear

and see.

Site Visits

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• Meeting with Principal• Meeting with Teacher• Meeting with Coach• Observation

During the site visit

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• 5-10 minutes in length• How are things going?• “One teacher has him, and then

everyone wants him.”• “She can see the vertical alignment

and build a continuum of learning in our building.”

• “Kids love him, teachers love him—he is a natural at team teaching-they just gel.”

Meeting With the Principal

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• What are you seeing?• “The teachers trust her and go to

her with questions or for suggestions.”

• “She has grown. The teachers have grown. She is good.”

• “What I like about her is that she is not okay with the status quo”

Meeting With the Principal

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• “What he is doing and what we are doing is working. If there is a better way to get our kids where they need to be, we must do it. We must do this.”

• “We are beginning to see a carryover of these principles into other subjects.”

• “He has an extensive knowledge base. Kids are experiencing math, not hearing it.”

• “This is not just a luxury, but a necessity for all schools.”

• Needs, requests, concerns, etc.

How has instruction and learning of mathematics changed since the institution of the program?

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Meeting With the Teacher• 5-10 minutes in length• How has lesson planning, instruction, etc.

evolved since working with the coach?• “My thinking has changed. I can see that these

strategies/practices are beginning to come out in all I do. It is so weird.”

• “Our building has been notorious for spoon feeding kids. He has taught the teachers how to back off and allow the kids to think things through for themselves.”

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Evolution of Teaching Practices

• “I am beginning to think more like him.”• “My room is less teacher directed. I am using

more hands on. It takes more time, but in the end, the methods are far more effective and memorable.”

• “It’s okay to solve problems in different ways.”

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• “Students are becoming better critical thinkers.”• “I’m giving kids more control over their learning and

am getting over the process of giving too much.”• “I use to do all of the work, now I am letting the

students do the work and become engaged in their learning.”

• “Our classroom is a very non threatening environment. Students are fighting over who will present their work. There is a definite sense of pride in the classroom.”

What are Students Doing?

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About the Coach• “Change is difficult. The longer you do

something, the harder it is to change. He is very patient and gives us small bits at a time, encouraging us and celebrating our accomplishments without making us feel overwhelmed.”

• “He never makes me feel like I am being evaluated; he is helping me do my job better.”

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Meeting with the Coach• Approximately 45 minutes• Discuss program initiatives and their

implementation.• What is working well? • What areas are you struggling with?• Provides coaches a sharing opportunity.

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• See math coaching in action.• What roles are the teachers, students

and coaches playing in the classroom setting?

• Are students actively engaged in rich problem solving experiences?

Observation of Lesson

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• Shape facilitator/coach meetings & professional development sessions

• Link collected qualitative and quantitative data• Accountability piece for grant funding

How Collected Data are Used

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• A site visit can be expected to last one day.• Each coach will have a site visit every quarter.• The Math Coaching Program serves as job

embedded professional development aimed at increasing student achievement.

• The goal is that the coach leads classroom instruction.

• Rich problems and student engagement are critical components to mathematics learning.

True or False?

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Break

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K-3 IMPACT

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ODE/MCP Assurances

• Anita Jones, ODE

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Closing Out the Day

Lunch &

Q&A

patti brosnan diana erchick director: program director ...€¦ · mathematics coaching program mcp...

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