Building K-12 Math Leaders: Walking the Walk MEANS Talking the Talk .


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RMC Research Corporation. 2. OMLI: Oregon Mathematics Leadership Institute. PartnersOregon State UniversityPortland State UniversityTeachers Development Group (TDG)10 Oregon School DistrictsRMC Research CorporationOMLI is in Year 4. RMC Research Corporation. 3. OMLI Objective. Construct a framework of school-and region based scholarly pioneers and ace arithmetic instructors through:3 summer institu
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Building K-12 Math Leaders: "Strolling the Walk" MEANS "Talking the Talk" Tom Dick , Oregon State University Linda Foreman , Teachers Development Group NCSM Conference April 2008, Salt Lake City © 2006 Teachers Development Group

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OMLI: Oregon Mathematics Leadership Institute Partners Oregon State University Portland State University Teachers Development Group (TDG) 10 Oregon School Districts RMC Research Corporation OMLI is in Year 4 RMC Research Corporation

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OMLI Objective Build a unit of school-and area based scholarly pioneers and ace science instructors through: 3 summer establishments (2007 was the last organization) 2 of 6 substance courses every mid year 1 collegial initiative course every mid year Pedagogy and authority Follow-up scholastic year proficient advancement 4 site visits by TDG staff RMC Research Corporation

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School Leadership Teams (SLT) 82 K-12 schools from 10 school locale Each school has a SLT made out of: 2 educator pioneers Attend 3 weeks of each of the 3 summer foundations Participates in school year exercises 1 Administrator Attends 1 week of each of the 3 summer foundations Participates in school year exercises RMC Research Corporation

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Action Plan School Leadership Teams Improved Teaching and Learning in Mathematics Increased Student Discourse Classes of Teacher Leaders And Later in Classes of the Other Math Teachers Improved Student Achievement Follow-up PD School-Based Implementation of Action Plan Increase Student Discourse OMLI Research Logic Model Summer Institute Math Content Leadership TDG Site Visits 4 Each School Year RMC Research Corporation

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Data Sources Classroom perception information Student accomplishment information Professional improvement cooperation information RMC Research Corporation

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Random Sampling School Sampling 25 school out of 86 Stratified by review level Sample demographically illustrative Teacher Sampling 1 of the 2 instructor pioneer 1 other educator of arithmetic at comparable review level RMC Research Corporation

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Classroom Observation Protocols Must be about arithmetic Among understudies not the educator Lesson scenes Attributes of talk Mode Type Tools RMC Research Corporation

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Discourse Mode Who the Student Addresses Teacher (regardless of the possibility that open) Student Group (little gathering or the class) Individual RMC Research Corporation

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Discourse Type Represents continuum of subjective request Answering Stating/sharing Explaining Questioning Challenging Relating Predicting/Conjecturing Justifying Generalizing Low Cognitive Demand High Cognitive Demand RMC Research Corporation

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Discourse Tools Verbal Gesturing/Acting Written Graphs, Charts, Sketches Manipulative Symbolization Notation Computers/Calculators Others RMC Research Corporation

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A Typical Recording Sheet

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Classroom Parallel: Student Discourse Observation Scribing verbatim understudy talk Characterizing talk sorts: Procedures and Facts Justification Generalization RMC Research Corporation

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Procedures and Facts Short response to an immediate question Restating actualities/articulations made by others Showing work/techniques to others Explaining what and how Questioning to clear up Making perceptions/associations RMC Research Corporation

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Justification Explaining why by giving scientific thinking Challenging the legitimacy of a thought by giving numerical thinking Giving scientific protection for a thought that was tested RMC Research Corporation

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Generalization Using scientific connections as the basis for: Making guesses/expectations about what may occur in the general case or diverse settings Explaining and defending what will occur in the general case. RMC Research Corporation

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Student Discourse Observation Tool

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OMLI Work in Schools To achieve the OMLI destinations … All OMLI School Leadership Teams work together to make reasonable and powerful school-based proficient learning groups whose work focuses on enhancing arithmetic guideline. All OMLI schools regulate continuous, amazing, rehearse based proficient learning portrayed by convention based exchange and request about science substance, understudies\' scientific considering, and viable direction. RMC Research Corporation

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School Leadership Team Obligations Design and execute a School Action Plan to enhance arithmetic learning and showing all inclusive Facilitate at least 2 hours of science PD every month for building associates Utilize OMLI-characterized Professional Learning Tasks (PLTs) amid their building-based PD RMC Research Corporation

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Professional Learning Tasks (PLT) Student Discourse Observations Case Discussions* Mathematics Tasks Framework & Task Analysis Guide* Data Snaps* Examining Student Work* Analyzing Trends Artifacts of Student Thinking Lesson Planning Framework* PLT Planning Framework* RMC Research Corporation

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*Keeping Our Eye on the Prize: Student Thinking/Discourse Developing generative learners (educators, heads, and understudies) through a determined concentrate on understudies\' scientific considering, subjective request, and sociomathematical standards Explicit concentration in each PLT on sensemaking about understudies\' numerical thoroughly considering examinations of understudy talk RMC Research Corporation

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Training the Professional Eye: Student Discourse Observation Protocol Phase 1 Predictions – Framing the Observations Phase 2 Observations – Collecting and Classifying the Data Phase 3 Inferences – Inquiry Dialog and Action Steps RMC Research Corporation

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Why the Protocol? Other than supporting sensemaking about the talk sorts, this procedure underpins deprivatization of practice proficient group sensemaking about scientific thoughts and their direction request based position towards one\'s practice RMC Research Corporation

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Professional Learning Tasks (PLT) Student Discourse Observations Case Discussions* Mathematics Tasks Framework & Task Analysis Guide* Data Snaps* Examining Student Work* Analyzing Trends Artifacts of Student Thinking Lesson Planning Framework* PLT Planning Framework* RMC Research Corporation

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One of the Research Questions Has the OMLI extend expanded the rate of understudies who exhibit capability on the Oregon State Mathematics Assessments for Grades 3, 5, 8, and 10 in all taking an interest K – 12 schools? RMC Research Corporation

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About the Research Data The school is the unit of progress for the OMLI extend Data accessible shape the Oregon Department of Education site School-level total information School statistic information RMC Research Corporation

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Initial Results Were Discouraging and Inconclusive RMC Research Corporation

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Taking Note of Implementation Fidelity Project staff announced that a few schools are not actualizing their activity arranges and in addition others Re-inspecting venture affect on understudy accomplishment Collect level of execution information through the Teachers Development Group (TDG) site group staff Using a standard rubric created in association with the TDG staff Explore relationship between understudy accomplishment and level of usage. RMC Research Corporation

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OMLI 13 Trait Implementation Rubric

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Revising the Evaluation Question Do understudies in schools that make a superior showing with regards to of actualizing the practices advanced through the OMLI extend indicate higher execution on the state appraisals contrasted with understudies in school that make a poorer showing with regards to of actualizing those practices? RMC Research Corporation

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Traits Measured Quality of the Action Plan Implementation of the Action Plan Teacher Leadership Teacher 1 & 2 School Administrator Leadership & Engagement District Leadership Team (DLT) School/District Policies and Practices Stability of the School Leadership Team (SLT) School Priority of Mathematics Professional Development (PD) Responsibilities Scope of Professional Development (PD) Use of Professional Learning Tasks (PLTs) & Protocols Evidence of Impact RMC Research Corporation

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Secondary School Results 5 usage attributes were emphatically related with understudy accomplishment in optional schools Quality of the school activity arrange Implementation of the activity arrange Regular school-based proficient advancement Scope of school-based proficient improvement Use of all around characterized proficient learning errands and conventions amid school-based proficient advancement Secondary Implementation Scale (SIS) RMC Research Corporation

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Analysis of Grade 10 Student Achievement RMC Research Corporation

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Means Weighted By Number of Students Assessed RMC Research Corporation

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Conclusion for Secondary Schools how much schools execute the practices advanced by the OMLI venture is a noteworthy positive indicator of understudy execution well beyond what can be clarified by the financial component as demonstrated by the percent of understudies who fit the bill for nothing and diminished lunch program. This relationship is especially intense at the Grade 10 (R2=.738, Beta=.320) and Grade 8 (R2=.524, Beta=.197). RMC Research Corporation

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Secondary Implementation Scale Quality of the school activity arrange Implementation of the activity arrange Regular school-based proficient advancement Scope of school-based proficient improvement Use of very much characterized proficient learning assignments and conventions amid school-based proficient advancement (talk) RMC Research Corporation

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Elementary School Results 5 unique characteristics were emphatically corresponded with understudy accomplishment Leadership characteristics of the instructors on the School Leadership Te

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