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| Strand 1 Sessions -- Monday, March 19, 2007 |
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Strand 1. Leadership with the Spirit of Quality Professional Development
Speakers will discuss and share models of professional development that support high quality teaching.
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| 5 | 9:30-10:30 | Chestnut | All Grades | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Toolkit for Change in Reform Communities: A Valuable Resource for Math Leaders to Tackle Challenges Through Suggested Strategies and Tools |
| The Toolkit is a web-based resource for mathematics leaders, offering proven strategies and tools for tackling challenges. This session will share ways to use the Toolkit to develop modes of working, tools, and structured discussions around challenges and responses to them within specific "improvement communities, ) including MSPs. |
Speaker(s): |
Hugh Burkhardt, University of Nottingham, Nottingham, United Kingdom
Mary Bouck, Michigan State University, East Lansing, Michigan
Elizabeth Jones, Michigan State University, East Lansing, Michigan
Daniel Pead, University of Nottingham, Nottingham, United Kingdom
Sandy Wilcox, East Lansing, Michigan |
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| 9 | 9:30-10:30 | B402 | PK-5 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Math Coaches Sharing the Journey |
| School-based math coaches - districts often give them a new charge and a new title but never a roadmap; one doesn't exist, but we can learn from others' experiences. In this session we will examine both the opportunities and the challenges of this role through the journeys of math coaches we've worked with in districts across the country. |
Speaker(s): |
Sherry Beard, Marilyn Burns Education Associates, Sausalito, California |
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| 12 | 9:30-10:30 | Dogwood A | PK-12 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Supporting Teachers in Their Classrooms to Increase Student Achievement |
| Teaching is the key to improving student learning. Investing in teachers is an investment in learning. This session will provide background, strategies, research and data in supporting teachers in their classroom to increase student achievement. |
Speaker(s): |
David Foster, Noyce Foundation, Morgan Hill, California |
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| 13 | 9:30-10:30 | TMB 1 | PK-12 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Building Teacher Leaders' Capacity to Lead Lesson Study Effectively: Preliminary Results from Southwestern Pennsylvania School Districts |
| Strategies and tools used to develop and support teacher leaders from 48 school districts in the Southwestern Pennsylvania Math Science Partnership (SWPA MSP) will be presented. Session participants examine the trajectory of professional growth of teacher leaders which positioned them to serve as effective facilitators of lesson study. Adaptable guiding documents for lesson study will be shared. |
Speaker(s): |
LuAnn Malik, Allegheny Intermediate Unit, Homestead, Pennsylvania
Michele Burgess, Allegheny Intermediate Unit, Homestead, Pennsylvania |
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| 20 | 9:30-11:30 | B408 | All Grades | Double | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| The Intersection of Leadership and Systemic Change: The Role of Administrators in Moving Mathematics Instruction to a True Thinking Model |
| A component critical to success in mathematics, but missing from most instruction is discourse, where questions are posed, ambiguity welcomed, and reasoning valued. Discover how a supervision cycle predicated on questioning, builds teachers' ability to create an effective, sustainable inquiry-based environment with evidence of student achievement. |
Speaker(s): |
Sally Mechur, Association for Supervision and Curriculum Development (ASCD), New York State Professional Standards and Practices Board, Genesee Valley BOCES, Le Roy, New York
Sandra Kappmeyer Zander, Genesee Valley Board of Cooperative Educational Services (BOCES), Le Roy, New York |
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| 25 | 9:30-11:30 | B301 | 6-12 | Double | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Lenses on Learning Secondary: Launching School Leadership Teams for Continuous Mathematics Improvement |
| This session features the process of continuous mathematics improvement that is introduced to school and district math leadership teams in the Lenses on Learning Secondary professional development materials. Participants will engage with seminar materials, including cases and a framework for continuous mathematics improvement. |
Speaker(s): |
Catherine M. Grant, Education Development Center, Newton, Massachusetts
Mary Bouck, Michigan State University, East Lansing, Michigan
Valerie L. Mills, Oakland Schools, Waterford, Michigan
Virginia Stimpson, University of Washington, Seattle, Washington
Catherine Miles Grant, Lenses on Learning Secondary, Education Development Center, Newton, Massachusetts |
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| 30 | 11:00-12:00 | TMB 1 | PK-5 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Elementary Mathematics Coaches: Impact on Schools and Student Achievement |
| Elementary mathematics coaches are being placed in schools to provide on-site professional development. But how can their support services be documented? Does their work have an impact on teachers and student achievement? Documentation strategies and research results from an NSF-funded study will be shared; policy implications will be discussed. |
Speaker(s): |
Patricia F. Campbell, University of Maryland, College Park, Maryland |
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| 32 | 11:00-12:00 | Dogwood B | PK-8 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Content Knowledge for Leadership: District Model to Strengthen and Assess Math Teacher Leaders' Understanding of the Big Ideas of Algebra |
| The teacher leaders in a large urban district spent a year studying the big ideas of algebra--equality, properties, linearity, and multiple representations. Examine and engage in the sequence of activities. Learn of the impact in schools and results from assessments that measured growth in the teachers' content knowledge. |
Speaker(s): |
DeAnn Huinker, University of Wisconsin-Milwaukee, Milwaukee, Wisconsin
Connie Laughlin, Marquette University, Milwaukee, Wisconsin
Melissa Hedges, Milwaukee Public Schools, Milwaukee, Wisconsin |
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| 34 | 11:00-12:00 | Dogwood A | 3-5 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Project TALL Math: A Year-Long Professional Development Adventure |
| Project TALL Math: Teachers as Learners Learning Mathematics was a year-long professional development adventure facilitated by the presenter. The professional development experiences engaged eleven teachers from three elementary schools. The presenter will showcase the challenges and successes gained during the project. |
Speaker(s): |
Thomasenia Adams, University of Florida, Gainesville, Florida |
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| 36 | 11:00-12:00 | Hazelnut | 6-8 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| School-Based Professional Development and Technical Support for Middle Schools |
| New York City Schools, Region 10 has a vision and ongoing plan for building strong mathematics instructional leadership and programs in schools. This session focuses on efforts in middle schools to provide school-based professional development and technical support to teachers, coaches, and administrators. |
Speaker(s): |
Carolyn Felux, Marilyn Burns Education Associates, Sausalito, California
Alex Spencer, New York Public Schools, Region 10, New York City, New York |
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| 44 | 12:00-2:00 | B408 | PK-5 | Double | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Use the 5 E Instructional Model as a Framework for Professional Development: Reading to Learn, Learning to Read Elementary Mathematics |
| Engage in an interactive session that explores the 5E (Engage, Explore, Explain, Elaborate, Evaluate) Instructional Model as a framework for professional development. Participate in a 5E lesson on learning to read mathematics and evaluate how to incorporate the model into mathematics professional development and classroom instruction. |
Speaker(s): |
Janet Vela, Region 4 Education Service Center, Houston, Texas
Sharon Benson, Region 4 Education Service Center, Houston, Texas
David Eschberger, Region 4 Education Service Center, Houston, Texas |
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| 46 | 12:00-2:00 | B301 | PK-8 | Double | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Lessons Learned: Examine How Integrating Co-Inquiry into the Observation Process Can Develop an Intellectual Community in a School |
| Math specialists who facilitated Lenses on Learning in 2005-2006 propose to lead attendees through an interactive session that examines how an Intellectual Community is developed in a classroom and considers how administrators can use a co-inquiry approach to classroom observations to develop a community of learners in their schools. |
Speaker(s): |
Adina Laver, Math & Science Partnership of Greater Philadelphia, Philadelphia, Pennsylvania
Debbie McKinney, Victory Schools, Philadelphia, Pennsylvania |
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| 47 | 12:00-2:00 | B407 | 6-12 | Double | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Developing a Critical Mass of Teacher Leaders Without Using Coaches: Providing a Compelling Vision of the Possible |
| Lack resources to support coaches? Considering how to increase the capacity of a significant group of teacher leaders? In this session, engage in strategies used successfully in the development of teacher leaders. We'll explore an effective and compelling model of shared leadership and consider the changing role of the professional developer. |
Speaker(s): |
Cheryl Rectanus, Portland Public Schools, Portland, Oregon
Catherine (Cate) Boyce, Portland Public Schools, Portland, Oregon
Rosamma (Rose) Palmer, Portland Public Schools, Portland, Oregon |
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| 49 | 12:30-1:30 | B402 | All Grades | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Thinking and Reasoning with Data--Developing Statistics Thinking |
| Professional development around statistical thinking is clearly important in improving K-12 mathematics education. The American Statistical Association (ASA) produced standards embedded in the GAISE Project (Guidelines for Assessment and Instruction in Statistical Education) that articulate the developmental thinking needed to achieve statistical literacy. These standards complement and enhance the NCTM standards of data analysis and probability. |
Speaker(s): |
Henry Kranendonk, Milwaukee Public Schools, Milwaukee, Wisconsin
Christine Franklin, University of Georgia, Athens, Georgia
Gary Kader, Appalachian State University, Boone, North Carolina |
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| 51 | 12:30-1:30 | B401 | All Grades | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Using Curriculum Topic Study in a Content Mentoring Program |
| The Wisconsin Academy Staff Development Initiative has conducted a three-year NSF funded program developing content mentors in mathematics and science. A valuable tool in this process has been Curriculum Topic Study materials developed by the Maine Mathematics and Science Alliance. Program design, materials used, and lessons learned will be shared. |
Speaker(s): |
Billie E. Sparks, Wisconsin Academy Staff Development Initiative, Chippewa Falls, Wisconsin
Julie C. Stafford, Wisconsin Academy Staff Development Initiative, Chippewa Falls, Wisconsin
Cheryl Rose, Maine Mathematics and Science Alliance, Augusta, Maine
Beverly Schewe, Marinette Middle School, Marinette, Wisconsin |
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| 53 | 12:30-1:30 | B404 | PK-5 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Implementing a Standards-Based Curriculum: It's Just the Beginning! |
| Did you ever question why so many districts who implement an exemplary mathematics curriculum falter? Participants in this session will become aware of the common pitfalls encountered during implementation. We will discuss various strategies that will help you avoid the potholes in your journey to a successful implementation. |
Speaker(s): |
Cynthia Hillman, Maine Mathematics and Science Alliance, Augusta, Maine
Marianne Cucolo, Novello-CucoloAssociate, Suffern, New York |
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| 60 | 12:30-1:30 | Cottonwood | 6-12 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Doing Mathematics as a Vehicle for Developing Secondary Mathematics Teachers' Knowledge of Mathematics for Teaching |
| Mathematical tasks can help deepen teachers' mathematical understanding, relate research to teaching and learning, connect the curriculum to standards, and set the stage for a discussion of the instructional decisions a teacher makes in the classroom and their consequences. The actual work of teachers will ground the conversation. |
Speaker(s): |
Gail Burrill, Michigan State University, East Lansing, Michigan |
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| 61 | 12:30-1:30 | Redwood | 6-12 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Mentoring High School Mathematics Teachers to Teach Elementary Mathematics Content to English Language Learners (ELLs) |
| The challenge of teaching math to English Language Learners (ELLs) is greatly increased when ELLs have little educational experience in their native countries. How do we teach elementary math content to high school students? Presenters share insights from the collaboration between a university mathematics educator and a high-school mathematics teacher. |
Speaker(s): |
Susana Davidenko, SUNY College at Cortland, Cortland, New York
Alfredo Gomez, Syracuse City School District, Syracuse, New York |
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| 65 | 2:00-3:00 | Chestnut | All Grades | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Designing Quality Professional Development Informed by Research and Practice |
| Quality professional development needs to utilize what is known from sound research and best practice. This session examines what is known, from research and practice, regarding deepening teacher content knowledge and developing teacher leaders, and how that knowledge can inform the design of effective mathematics professional development. |
Speaker(s): |
Barbara Miller, Education Development Center, Newton, Massachusetts |
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| 67 | 2:00-3:00 | B401 | PK-8 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Elementary School Principals' Beliefs about Mathematics Education and Their Leadership Practices |
| A qualitative case study of elementary principals examined their leadership practices and beliefs about mathematics education. The findings show that leadership practices are influenced by principals' beliefs, instructional leadership style, and professional development for administrators and teachers. Current research elucidates the complexity of school leadership in a mathematics reform environment. |
Speaker(s): |
Donna M. Buonopane, DMB Consulting & Associates, Centerville, Massachusetts |
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| 72 | 2:00-3:00 | Hickory | PK-12 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Taking on the Challenge to Implement High-Quality Kñ12 Mathematics Instruction in Every Classroom: One District's Journey and Results |
| This session describes how the Westport Public Schools, a high-performing district in Connecticut, has challenged itself to change its mathematics curriculum and daily classroom instruction to achieve a deeper, more conceptual understanding of mathematics for all students and to obtain even higher test scores. |
Speaker(s): |
Lynne Shain, Westport Public Schools, Westport, Connecticut
Frank Corbo, Westport Public Schools, Westport, Connecticut
Anne Nesbitt, Westport Public Schools, Westport, Connecticut
Karen Dickey, Westport Public Schools, Westport, Connecticut
Dan Sullivan, Westport Public Schools, Westport, Connecticut |
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| 74 | 2:00-3:00 | B402 | 6-8 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Preparing Teachers to Analyze Middle School Students' Problem Solutions to Inform Practice |
| Participants will learn how to help teachers analyze problem solutions to uncover student misconceptions and plan lessons to correct those misconceptions. Examples from the professional development model will be presented. |
Speaker(s): |
Carol Findell, Boston University School of Education, Boston, Massachusetts |
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| 75 | 2:00-3:00 | Hazelnut | 6-9 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Reaching All Students: Helping Teachers Differentiate Instruction in Grades 6ñ9 |
| Sample professional development activities that focus on using cooperative learning, accessible instructional tasks, scaffolding, tiered assignments, and other strategies for differentiating instruction will be shared. Building understanding of how to differentiate instruction from participants' own experiences and beliefs will also be discussed and modeled. |
Speaker(s): |
Janet Caldwell, Rowan University, Glassboro, New Jersey |
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| 78 | 2:30-4:30 | Oak | All Grades | Double | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Cultivating Mathematically-Rich Environments for Teacher Learning in Professional Development: A Videocase Experience to Support Professional Development Leaders |
| Videocases can be effective tools in supporting math professional development leaders. In this session participants will engage in a videocase experience, analyzing and inquiring into an instance of practice to examine issues of deepening teachers' math knowledge, in particular, the facilitator work of cultivating a mathematically rich environment. |
Speaker(s): |
Cathy Carroll, WestEd, Redwood City, California
Judy Mumme, WestEd, Sheridan, Montana |
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| 81 | 2:30-4:30 | B306 | PK-2 | Double | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Lesson Study on the teaching of mathematics through problem solving |
| This session will share the design, implementation and evaluation of a Lesson Study project used for the professional development of teachers of mathematics in ways to teach mathematics through problem solving. The impact of training in teachers' content and pedagogical knowledge, beliefs, conceptions, attitudes, and practice will be presented. |
Speaker(s): |
Luz Lopez, Universidad del Norte/Colegio M, Barranquilla, Colombia
Rufina Gonzalez, Universidad del Norte, Barranquilla, Colombia
Jassel Arzuza, Universidad del Norte, Barranquilla, Colombia
Iveth Gutierrez, Universidad del Norte, Barranquilla, Colombia
Catalina Toro, Universidad del Norte, Barranquilla, Colombia
Carolina Davila, Marymount School, Barranquilla, Colombia
Patricia Giraldo, Marymount School, Barranquilla, Colombia
Marco Cervantes, Universidad del Norte, Barranquilla, Colombia |
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| 82 | 2:30-4:30 | B409 | PK-8 | Double | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Journey In Mathematics (JiM): A Professional Development Model Promoting K-8 Mathematics Education Leadership |
| The panel of four supervisors from Anchorage, Alaska, will discuss and share the Journey in Mathematics (JiM) Professional Development Program for K-8 grade teachers, which supported high-quality teaching of mathematics and leadership roles for fifty K-8 grade teachers in Anchorage School District and Lake and Peninsula School District. |
Speaker(s): |
Deborah Narang, University of Alaska Anchorage, Anchorage, Alaska
Cora Neal, Sonoma State University Department of Mathematics, Rohnert Park, California
Claudette Engblom-Bradley, University of Alaska Anchorage, Anchorage, Alaska
Sandy Schoff, Anchorage School District, Anchorage, Alaska |
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| 84 | 2:30-4:30 | B408 | 6-12 | Double | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Effective Professional Development Strategies to Enable Teachers to Reach and Empower All Students |
| Participants will learn about a new approach to professional development that enables teachers to overcome the "math is not for me" syndrome, so common among today's students. The focus will be on the REACT methodology, a proven strategy for improving understanding, enhancing communication, and boosting test scores in mathematics. |
Speaker(s): |
Agustin Navarra, Center for Occupational Research and Development, Waco, Texas |
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| 88 | 3:30-4:30 | Redwood | PK-5 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| The Journey to Embrace Mental Methods as Preferred Computation Strategies |
| This session will describe the development and change process that empowered teachers to move from a curriculum that focused on written methods of computation to classroom practice that is predominately mental methods. The session will share the framework that outlines the computation section of mathematics curriculum that helped teachers to change. |
Speaker(s): |
Calvin Irons, Queensland University of Technology, Brisbane, Queensland, Australia |
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| 89 | 3:30-4:30 | Hickory | PK-5 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Supporting Classroom Teachers Implementing an Elementary Mathematics Research and Development Project |
| Six teachers from two sites are implementing a mathematics research and development project designed to promote algebraic thinking through a measurement context for grades 1-5. This session will reveal how the project team addressed the challenges and demands of supporting teachers in adapting to new content knowledge and pedagogical practices. |
Speaker(s): |
Fay Zenigami, University of Hawaii at Manoa, Honolulu, Hawaii
Claire Okazaki, University of Hawaii at Manoa, Honolulu, Hawaii |
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| 91 | 3:30-4:30 | B402 | PK-12 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Statewide Professional Development Program for Leaders Coordinated with Research and a Model Core Curriculum: Iowa's Multi-Tiered Approach |
| Iowa's "Every Student Counts" program provides professional development for leaders in area education agencies and school districts so that they can help local teachers incorporate high quality teaching into daily practice. It is coordinated with the new Iowa Model Core Curriculum and a state project to identify research-based instructional strategies. |
Speaker(s): |
Eric Hart, Maharishi University of Management, Fairfield, Iowa
Judith Spitzli, Iowa Department of Education, Des Moines, Iowa |
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| 94 | 3:30-4:30 | B404 | 6-12 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Math Institute for Middle School Teachers--A Partnership Model to Support Rural Minnesota Schools |
| The Math Institute for Middle School Teachers is completing its third year in support of middle-school and high-school mathematics teachers from rural Minnesota schools. The project instructor will describe the features of the program. Program participants will discuss the impact that this program has had on their teaching and their professional growth. |
Speaker(s): |
William K. Tomhave, Concordia College, Moorhead, Minnesota |
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| 95 | 3:30-4:30 | Dogwood A | 9-12 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Teachers As Leaders in Professional Development of Teachers, Leading to Greater Understanding for Students and Teachers |
| We will model an activity that forms part of an action research project asking, "Can technology assist teachers in developing more collaborative learning environments within their classrooms?" Participants will be involved in modeling the activity and critiquing the process. Findings from our research will also be shared. |
Speaker(s): |
Tom A. Frossinakis, Australian United States Services in Education, New York City, New York
Ian S. Sheppard, Australian United States Services in Education, New York City, New York |
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| Strand 1 Sessions -- Tuesday, March 20, 2007 |
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Strand 1. Leadership with the Spirit of Quality Professional Development
Speakers will discuss and share models of professional development that support high quality teaching.
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| 97 | 7:00-7:45 | TMB 2/3 | All | Function | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Arithmetic Intervention: Helping All Students Be Successful in Learning Mathematics |
| The Number and Operations strand is the bedrock of the elementary math curriculum. Without a strong understanding of arithmetic, students will not be successful in their current learning of mathematics or in their later lives. Yet, many students struggle to get the foundation they need through normal classroom instruction. During this breakfast, learn how to effectively intervene and help these struggling students Do The Math. |
Speaker(s): |
Liza W. Debus, Scholastic, Watertown, Massachusetts |
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| 113 | 9:30-10:30 | B401 | PK-5 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Building Professional Learning Communities in Mathematics |
| This workshop will examine a three-tiered model for professional development. This model includes working with math coaches to establish lab-site schools for inter-visitations by cohorts of coaches and administrators. |
Speaker(s): |
Carol Mosesson-Teig, New York City Department of Education, New York City, New York
Antonia Cameron, Math in the City, City College, CUNY, New York City, New York |
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| 114 | 9:30-10:30 | GBR - A | PK-8 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| The Five-Year Gadsden Mathematics Initiative: Planning, Implementing, and Sustaining a Model for Change and Student Success |
| Gadsden Independent School District went from having the lowest mathematics test scores in the state, to being a model for continuous improvement. The model used to facilitate the change process in this high poverty, high minority district in southern New Mexico is outlined. Results and implications of the initiative are shared and discussed. |
Speaker(s): |
Cheryl Coyle, Gadsden Independent School District, Anthony, New Mexico
Cissy Andreas, Gadsden Independent School District, Anthony, New Mexico |
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| 115 | 9:30-10:30 | GBR - B | PK-8 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Peer Teacher Workshops: A Model for Developing Instructional Leadership |
| The immersion of teachers in content and pedagogy is a key component in high quality professional development. You'll leave this session with specific information to develop the capacity of teacher leaders to design and deliver ongoing mathematics professional development. This research-based model was developed by the Merck Institute for Science Education. |
Speaker(s): |
Caroline G. Crew, North Penn School District, Lansdale, Pennsylvania
Theresa McCoy, Merck Institute for Science Edcuation, Rahway, New Jersey |
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| 116 | 9:30-10:30 | B405/B406 | PK-8 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Preparing Elementary School Teachers to Develop Students' Algebraic Thinking and Problem Solving abilities |
| Key ideas of algebra and problem solving methods for exploration in grades K-7 will be described. Strategies for helping teachers become better problem solvers and teachers of algebraic ideas will be presented. Attendees will engage in several activities that are part of the professional development model. |
Speaker(s): |
Carole Greenes, Boston University, Boston, Massachusetts |
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| 117 | 9:30-10:30 | Maple A/B/C | PK-8 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Lessons From the Trenches: Tips to Help School-Based Specialists and Coaches Develop Collaborative Leadership and Individual Growth |
| Along with mathematics knowledge and expertise, leaders must identify and understand the nature and needs of their teachers and how to understand and assimilate into the school culture as they promote growth and change. Tips, examples, projects, and activities will be shared that promote teacher interest, learning, and willingness to grow. |
Speaker(s): |
Patty E. Smith, Educational Resources Group, Inc., Charleston, South Carolina |
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| 120 | 9:30-10:30 | TMB 4 | 6-12 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Effective Professional Development for Mathematics Leaders: Lessons Learned from Teachers Assisting Students to Excel in Learning Mathematics (TASEL-M) |
| Professional Learning Communities are the vehicles through which teacher leaders are being empowered to lead their colleagues in the work to improve their schools' mathematics programs. Lessons learned through the TASEL-M project, partnering with four low-performing high schools and their feeder middle schools will be shared. |
Speaker(s): |
Dianne DeMille, Orange County Department of Education, Costa Mesa, California
David Pagni, California State University Fullerton, Fullerton, California |
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| 122 | 9:30-11:00 | Dogwood B | All Grades | Extended | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Fostering Sustainable Mathematical Learning Communities of Teachers and Administrators |
| We will share our approach to creating school-based learning communities of educators in elementary, middle, and high schools, focusing on the evolution of these communities and what we feel are reasons for their success. We will also discuss effects of the program on participants' classrooms (and students) and our plans for post-funding sustainability. |
Speaker(s): |
Steve Benson, Education Development Center, Newton, Massachusetts
Al Cuoco, Education Development Center, Newton, Massachusetts
Wayne Harvey, Education Development Center, Newton, Massachusetts
Sarah Sword, Education Development Center, Newton, Massachusetts
Glenn Stevens, Boston University, Boston, Massachusetts |
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| 123 | 9:30-11:00 | Dogwood A | All Grades | Extended | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Learn? Examine? Advise? Design? (LEAD)--What Am I Expected to Do as a Math Leader? |
| This session is designed to examine the characteristics of leadership that you bring to your role as a mathematics leader and explore how you can apply these skills most effectively. Whether your role is a coach, mentor, resource or curriculum specialist, this session will support your work to help others to do their best in support of student learning. |
Speaker(s): |
John Sutton, RMC Research Corporation, Denver, Colorado
Clare Heidema, RMC Research Corporation, Denver, Colorado
Arlene Mitchell, RMC Research Corporation, Denver, Colorado |
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| 124 | 9:30-11:00 | Cottonwood | All Grades | Extended | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| RENEW: A Professional Development Model That Develops Teacher Leaders While Supporting Beginning Teachers in Mathematics |
| This model is designed to support and retain quality beginning teachers, develop leadership in experienced teachers, and increase both groups' ability to teach mathematics effectively. Learn how this successful program operates in nine districts and meets the needs of teachers in their first five years of teaching. Discuss findings and ideas for your work. |
Speaker(s): |
Nancy Z. Terman, University of California, Santa Barbara, Santa Barbara, California |
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| 127 | 9:30-11:00 | B409 | PK-8 | Extended | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Beginning With the End in Mind: From Implementation to Sustainability of a Multi-District Mathematics Education Reform Effort |
| This interactive session will engage the participants in thoughtful discussions and activities about how to use strategic development of leaders to translate the "blood, sweat, and tears" of launching and implementing school-wide mathematics reform into the culture and climate of the school and district--in other words to "sustainability." |
Speaker(s): |
Susan Pruet, Mobile Area Education Foundation, Mobile, Alabama
Deborah Camp, Hoover City School Board, Hoover, Alabama
Jeanne Payne, Decatur City Schools, Decatur, Alabama
Judy Duke, Mobile Area Education Foundation, Mobile, Alabama |
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| 128 | 9:30-11:00 | Chestnut | PK-8 | Extended | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Using District-Wide Study Groups to Differentiate Instruction and Build Teacher Capacity |
| Norfolk Public Schools is focused on teaching for learning for all...and, all means all! In partnership with Marilyn Burns Education Associates, Norfolk Public Schools are using district-wide study groups to make this a reality. Come to learn about the impact of this model and the professional development that supports it. |
Speaker(s): |
Denise Walston, Norfolk Public Schools, Norfolk, Virginia
Paula Snowdy, Math Solutions Professional Development, Sausalito, California
Jackie Phillips, Norfolk Public Schools, Norfolk, Virginia
Alfreda Jernigan, Norfolk Public Schools, Norfolk, Virginia |
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| 129 | 9:30-11:00 | B306 | PK-12 | Extended | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Embedding Lesson Study Protocols to Promote Mathematics Leadership and Deepen Mathematical Content and Pedagogical Knowledge of Coaches |
| Mathematics Leaders and coaches develop effective planning for coaching sessions, considering misconceptions learners operate under by anticipating teacher responses. Using the Lesson Study Cycle (content exploration, plan, implement, examine, revise, and re-implement) they consider which manipulatives and questioning strategies need to be in place to avoid procedural responses. |
Speaker(s): |
Ron Feinstein, Region One, Bronx, New York
Clea Fernandez, Region One, Learning Support Center, Bronx, New York
Frederica Capshaw, Region One, Learning Support Center, Bronx, New York
Andrew Toplitsky, Region One, Learning Support Center, Bronx, New York
Edison Teano, Region One, Learning Support Center, Bronx, New York
Sherry Rapaport, Region One, Learning Support Center, Bronx, New York
Jorge Garcia, Region One, Learning Support Center, Bronx, New York
Scott Schneider, Region One, Learning Support Center, Bronx, New York |
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| 130 | 9:30-11:00 | Hickory | PK-12 | Extended | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Keeping All the Balls in the Air: Implementing a Comprehensive Mathematics Strategy |
| Participants will learn about the "Nova Scotia: Math Strategy" and its multiple components. Time will be devoted to discussion about the strategy and the importance of keeping all the "balls" in the air at the same time. Participants will leave with a plan of how a comprehensive math strategy can be implemented in their state, district, or school. |
Speaker(s): |
Donna Karsten, Nova Scotia Department of Education, Halifax, Nova Scotia, Canada
Sherene Sharpe, South Shore Regional School Board, Bridgewater, Nova Scotia |
|
| 131 | 9:30-11:00 | B305 | 6-8 | Extended | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
|
| Supporting Teachers in Implementing a New Statewide Mathematics Curriculum Through Webcasts |
| Learn how Georgia has used a series of webcasts to assist middle-grades mathematics teachers in implementing the new Georgia Performance Standards for mathematics. Excerpts from the webcasts, which feature utilization of manipulatives and graphing calculators, mathematical content, process standards, and performance-based assessment, will be shown. |
Speaker(s): |
Judy O'Neal, North Georgia College & State University, Dahlonega, Georgia
Claire Pierce, Georgia Department of Education, Atlanta, Georgia |
|
| 135 | 9:30-11:00 | B301 | College | Extended | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
|
| Using Japanese Lesson Study in Methods Coursework: A Strategy to Facilitate Sustained Implementation of Modern Instructional Strategies |
| A great struggle in mathematics education reform is sustained application of new instructional strategies in real classrooms. This session will share a model that uses Japanese Lesson Study in the compressed timeframe of a methods course to help both preservice and inservice teachers' make the transition from traditional to modern instruction. |
Speaker(s): |
Tracy L. Rusch, Southern New Hampshire University, Manchester, New Hampshire |
|
| 137 | 10:45-11:45 | TMB 4 | All Grades | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
|
| Sharing Your Practice: A Professional Development Model for Engaging Teachers in Rural, Isolated Schools in a Professional Learning Community |
| A teacher leader for a NSF Center for Teaching and Learning project will share a model for providing mathematics teachers in small, rural, isolated communities the opportunity to participate in a professional learning community through sharing their practice. |
Speaker(s): |
Karma G. Nelson, Center for Learning and Teaching in the West, Bozeman, Montana
Raquel Vallines-Mira, Center for Learning and Teaching in the West, Bozeman, Montana
Bethany Fuchs, Hardin School District, Hardin, Montana
Susie Bollinger, Hardin School District, Hardin, Montana
Roxanne Not Afraid, Hardin School District, Hardin, Montana
Carol Baker, Hardin School District, Hardin, Montana |
|
| 138 | 10:45-11:45 | B401 | PK-5 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
|
| Empowering Teachers to Engage in Continuous Improvement: A Leadership Team Reflects on Effective Professional Development Design |
| How did project leadership capitalize on the unique contextual factors of schools, current research, and lessons learned to build a model of professional development? Join this multimedia presentation to examine professional development designed to empower teachers to engage in a process of continuous improvement of teaching and learning. |
Speaker(s): |
Thelma Davis, Clark County School District, Las Vegas, Nevada
Christy Falba, Wake County Public Schools, Raleigh, North Carolina
Laura MacDonald, Clark County School District, Las Vegas, Nevada |
|
| 140 | 10:45-11:45 | TMB 1 | PK-8 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
|
| The Evolution of an Urban District's Math Coaches Program: From Birth to Four Years Later |
| Four years of elementary math coaching in an urban district, the pluses and minuses. Hear: from the program creators--where did they get the concepts; about the math coaches--how did they work in schools; about the professional development--what kind of training took place to help the coaches do their job? |
Speaker(s): |
Janet M. Herrelko, University of Dayton, Dayton, Ohio
Shirley Cooper, Dayton Public Schools, Dayton, Ohio
April Reid, Dayton Public Schools, Dayton, Ohio |
|
| 148 | 2:15-3:45 | Cottonwood | All Grades | Extended | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
|
| Conducting instructional material investigation during lesson study to improve teachers' pedagogical and mathematical content knowledge |
| How can we improve teachers' mathematical content and pedagogical knowledge through lesson study? Learning to conduct instructional material investigation (kyozaikenkyu) effectively during lesson study is one answer. In this session participants will learn how to conduct kyozaikenkyu through exploration of topics on area of plane figures. |
Speaker(s): |
Makoto Yoshida, Global Education Resources, Madison, New Jersey
Akihiko Takahashi, DePaul University, Chicago, Illinois |
|
| 150 | 2:15-3:45 | B409 | PK-8 | Extended | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
|
| Using Video Clips on Mental Mathematics in Pñ9 Classrooms as a Basis for Professional Development |
| Participants will learn how this professional development model was conceived and view various clips that support the main messages for teachers. The print material that was developed to support the video as well as how the model is being used throughout our province will be explained. |
Speaker(s): |
David McKillop, Making Math Matter Inc, Truro, Nova Scotia, Canada |
|
| 151 | 2:15-3:45 | B301 | PK-8 | Extended | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
|
| Overcoming Roadblocks and Challenges of Intensive and Sustained Professional Development in an Urban Setting |
| This session will explore challenges mathematics leaders face in providing intensive and sustained programs, including communication; program design and implementation; working with teachers of varying backgrounds and abilities; engaging, mentoring, and supporting teachers; encouraging collaboration; and identifying and nurturing teacher-leaders. |
Speaker(s): |
Janie L. Zimmer, Research-Based Education, LLC, Woodbury, New Jersey
Arlene Dowshen, Widener University, Chester, Pennsylvania |
|
| 152 | 2:15-3:45 | Chestnut | PK-12 | Extended | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
|
| A Toolkit for New Mathematics Leaders: What an Emerging Leader Needs to Know About Effective Mathematics Instruction |
| The goal of this session is to foster clear expectations about the roles and responsibilities of effective mathematics leaders. A New Leader Toolkit will guide discussions and activities around: transitioning through levels of leadership, working with adult learners, facilitating professional development, and supporting novice to seasoned teachers. |
Speaker(s): |
Rolonda L. Payne, Baltimore City Public School System, Baltimore, Maryland
Dionn Brown, Baltimore City Public School System, Baltimore, Maryland |
|
| 154 | 2:15-3:45 | Hickory | 6-12 | Extended | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
|
| The Supervisor's Role In Helping Teachers Reach the ìTough to Teachî in Secondary Mathematics |
| The talk, taken from my article in the 2007 NCSM Monograph, will be based on researched methods and strategies to help all secondary students be successful in mathematics. Algebra I examples will be used to clarify the research for practical application. With increased course requirements and increased standards, there is a lot to do! |
Speaker(s): |
Larry Bradsby, Jefferson County Public Schools, Lakewood, Colorado |
|
| 155 | 2:15-3:45 | B407 | 6-12 | Extended | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
|
| Supporting Teachers in Designing and Choosing Rich Mathematical Tasks |
| This session shares a model for helping teachers develop rich mathematical tasks for classroom use and helps mathematics leaders examine how to use this model in a professional development setting. The model supports both the teachers' understanding of mathematical problem solving and their ability to create and identify rich mathematical tasks. |
Speaker(s): |
James A. M. Epperson, The University of Texas at Arlington, Arlington, Texas |
|
| 156 | 2:15-3:45 | B305 | 6-12 | Extended | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
|
| Fostering High-Quality Teaching in Daily Practice Through the Lens of a Research Protocol |
| This session focuses on how instructional coaches of mathematics can design and use an observation tool to help teachers improve their teaching. Participants will use an observation tool from our NSF-funded project to analyze teaching vignettes from videotaped lessons and discuss how the results can be used to help improve the quality of teaching. |
Speaker(s): |
John (Jack) Moyer, Marquette University, Milwaukee, Wisconsin
Connie Laughlin, Mequon Thiensville School District, Mequon, Wisconsin
Jinfa Cai, University of Delaware, Newark, Delaware |
|
| 157 | 2:15-3:45 | B408 | 6-12 | Extended | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
|
| Why Geometry? The Answer to This Question Frames an Exploration of Practice-Based Professional Development Focused on Geometric Thinking |
| Answers to "Why geometry?" serve as a backdrop to an exploration of professional development aimed at helping teachers elicit and attend to students' geometric thinking. Engage with rich mathematics and student thinking examples drawn from this program, then hear data about teacher learning and discuss implications for working with teachers. |
Speaker(s): |
Johannah Nikula, Education Development Center, Newton, Massachusetts
Rachel Wing DiMatteo, Education Development Center, Newton, Massachusetts
Michael Egan, Education Development Center, Newton, Massachusetts
Mark Driscoll, Education Development Center, Newton, Massachusetts |
|
| 162 | 2:30-3:30 | TMB 4 | All Grades | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
|
| Representing the Future of Professional Development: An Academy Approach |
| Deepening teachers' content and pedagogical knowledge through learning communities and lesson study has served as a powerful vehicle for change statewide. Topics: building community, curriculum development, lesson snapshots, student work, teacher feedback, and evaluation results. |
Speaker(s): |
Belinda Langham, Drury University, Springfield, Missouri |
|
| 163 | 2:30-3:30 | TMB 1 | All Grades | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
|
| Developing Mathematics Teacher Leaders: a University-School District Collaborative |
| We discuss two collaborative projects focused on developing mathematics teacher leaders through action research and content knowledge development. Each project focused on different aspects of the leadership equation, and we argue that becoming a mathematics teacher leader requires a multi-year commitment to a diverse range of experiences. |
Speaker(s): |
Carol K. Phillips-Bey, Cleveland State University, Cleveland, Ohio
Sally M. Mascia, Cleveland Municipal School Districts, Cleveland, Ohio
Joanne Goodell, Cleveland State University, Cleveland, Ohio |
|
| 164 | 2:30-3:30 | B405/B406 | PK-5 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
|
| The Math Coach: Ensure Great Learning Through Great Teaching |
| In a highly interactive session, discover how teachers build capacity in mathematics content, utilize best practices learned from analyzing demonstration lessons, plan meaningful mathematics blocks, and align district goals with assessment and instruction. Teachers improve competence and confidence. Students improve attitudes, understanding, and scores. Handout provided. |
Speaker(s): |
Robyn Silbey, Montgomery County Public Schools, Rockville, Maryland |
|
| 165 | 2:30-3:30 | B404 | PK-5 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
|
| Mathematics and Science Partnership Grant: Excellence in Mathematics |
| We will describe a program of professional development for elementary school teachers, designed to raise student achievement level. The program had three components: 1) mathematical content, 2) reflective teaching, and 3) professional learning communities. Teacher-leaders were trained to provide sustainability after the term of the project. |
Speaker(s): |
Mary Pat Sjostrom, Chaminade University, Honolulu, Hawaii
Bernice Kihara, Lanakila Elementary School, Honolulu, Hawaii
Melfried Olson, University of Hawaii at Manoa, Honolulu, Hawaii |
|
| 166 | 2:30-3:30 | B401 | PK-8 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
|
| On the Edge of Emergence ... Reconceptualizing Mathematics Professional Development Using a Complexity Science Framework |
| What does mathematics professional learning look, sound, and feel like when it is dynamic, recursively elaborate, and nested? Let's explore aspects of effective mathematics professional learning using complexity science notions and gain insights about the powerful ways that teacher knowledge of mathematics for teaching can be developed. |
Speaker(s): |
Kathryn Kabuta-Zarivnij, Numeracy, The Literacy and Numeracy Secretariat, Toronto, Ontario
Patricia Margerm, York University, Faculty of Education, Toronto, Ontario, Canada |
|
| 167 | 2:30-3:30 | Maple A/B/C | PK-8 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
|
| Mathematics Teachers: Reflections on Practice |
| This innovative program focuses on helping second-year teachers reflect on the art and science of teaching mathematics. The presentation will provide information on team building, content training for high-quality teaching, and Paravision, a reflective protocol. This program has been successfully implemented in elementary and middle schools, and promotes teacher retention as well as fostering teacher leaders in the field of mathematics. |
Speaker(s): |
Susan Vohrer, Baltimore County Public Schools, Baltimore County, Maryland
Leslie Johnson, Baltimore County Public Schools, Baltimore County, Maryland
Marilyn Fisher, Maryland State Department of Education, Baltimore, Maryland |
|
| 172 | 4:00-5:00 | B404 | PK-5 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
|
| Customized Coaching: A Model Program for Training Elementary School Mathematics Specialists |
| What elements of a professional development program are crucial to create high quality elementary math specialists for your district? In our model, a university mathematician, a mathematics educator, and a district elementary mathematics coordinator collaborate to design and deliver a training program to K-5 teachers. Come to learn how your district can benefit from our experience! |
Speaker(s): |
Valerie DeBellis, Discrete Teaching, Greenville, North Carolina
Robert Hochberg, East Carolina University, Greenville, North Carolina
Judy Fisher, Virginia Beach City Public Schools, Virginia Beach, Virginia
Jackie Sargent, Virginia Beach City Public Schools, Virginia Beach, Virginia |
|
| 173 | 4:00-5:00 | Dogwood B | PK-5 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
|
| Challenge and Growth: Lessons Learned When Elementary Mathematics Coaches Provide On-Site Professional Development |
| Elementary mathematics coaches are being placed in schools to support teachers, impact instruction, and improve student achievement. We will describe the lessons learned in two school districts that have recently placed coaches in schools. Participants will discuss issues and questions that arise from administrators, teachers, and coaches. |
Speaker(s): |
Jackie F. Getgood, Spotsylvania County Public Schools, Fredericksburg, Virginia
Maria Crenshaw, Richmond City Public Schools, Richmond, Virginia |
|
| 177 | 4:00-5:00 | Hickory | PK-12 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
|
| Strategies and Resources to Foster Teacher Leadership in Mathematics |
| Teacher Leaders: Who are they? How do we nurture a partnership between teacher leaders and district/school administration? How do we deal with issues of professional development--resistance, time, relationships, and high stakes assessment. Investigate successful strategies and resources in working with teacher leaders to support them in their roles. |
Speaker(s): |
Suzanne Libfeld, New York City Mathematics Project: Lehman College, Bronx, New York
John Cafarella, New York City Mathematics Project: Lehman College, Bronx, New York |
|
| 178 | 4:00-5:00 | TMB 1 | PK-12 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
|
| Studying the Curriculum Adoption Process as a way to Identify Professional Development Needs and Opportunities |
| This session reports ongoing research from the Center for the Study of Mathematics Curriculum focused on documenting the systematic K-12 curriculum adoption process in a large school district. Particularly interesting are the differentiated strategies used to address a variety of professional development needs and goals at different grade-levels. |
Speaker(s): |
Steven W. Ziebarth, Western Michigan University, Kalamazoo, Michigan
Dana C. Cox, Center for the Study of Math Curriculum, Kalamazoo, Michigan
Christopher Cox, Kalamazoo Public Schools, Kalamazoo, Michigan
Jon D. Davis, Western Michigan University, Kalamazoo, Michigan
Kate Kline, Western Michigan University, Kalamazoo, Michigan
Nesrin Cengiz, Center for the Study of Math Curriculum, Kalamazoo, Michigan
Lisa Kasmer, Portage Public Schools, Portage, Michigan |
|
| 179 | 4:00-5:00 | Oak | 3-8 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
|
| Professional Development That Builds Teachers' Algebraic Reasoning |
| Examine a model of professional development from the Math Forum @ Drexel that provides opportunities for teachers to build their understanding of algebraic concepts and thinking and explore ways that they can create similar experiences for their students. Sample workshop activities demonstrate exploration, reflection, discussion, and revision. |
Speaker(s): |
Cynthia Lanius, The Math Forum @ Drexel University, Philadelphia, Pennsylvania
Suzanne Alejandre, The Math Forum @ Drexel University, Philadelphia, Pennsylvania |
|
| 182 | 4:00 pm - 5:00 pm | Maple A/B/C | 6-12 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
|
| S.M.A.R.T. Design for the Urban Mathematics Leader: Driving your professional development model with Research Methodologies |
| This session provides concrete strategies and criterion-based resources to facilitate the design and implementation of professional development models for urban mathematics leaders who are responsible for meeting the needs of "uncertified" teachers with little or no content or pedagogical knowledge. |
Speaker(s): |
D. Natalie Brown, Baltimore City Public Scools, Baltimore, Maryland
Rolonda Payne, Fund for Educational Excellence, Baltimore, Maryland |
|
| 185 | 4:00-5:00 | B301 | 6-12 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
|
| Are We Really Serious About Improving Student Mathematics Achievement for All Students in High School? If We Are Then What Do We Need to Do? |
| The only way to improve student mathematics achievement in high school is to change teachers' behaviors and align their instruction to how students actually learn not to how teachers want to teach. The speaker is working with hundreds of school districts, large and small, across the country to improve achievement by changing instruction. |
Speaker(s): |
William Hadley, Carnegie Learning, Inc., Pittsburgh, Pennsylvania |
|
| 187 | 4:00-5:00 | B305 | 6-12 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
|
| Mentoring Matters: Helping Transitioning Teachers |
| The purpose of this session is to stimulate interest/discussion in regards to mentoring, and the possible impact of applying multi-level mentoring through school districts and higher-education partnerships to support new teachers from industry. The presenter recently co-authored an article on this topic in the NCSM Journal of Mathematics Leadership. |
Speaker(s): |
Bonnie Swan, University of Central Florida, Orlando, Florida |
|
| 188 | 4:00-5:00 | Cottonwood | 9-12 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
|
| Preparing Math Teachers as Instructional Coaches of Urban Classroom Teachers at Small (Gates) High Schools & Schools in Need of Improvement |
| A report and interactive session on the use of highly successful mathematics teachers to serve as coaches of teachers in small schools and schools in need of improvement. Coaching is focused on the needs of targeted teachers through the study of student work and instructional strategies from classrooms of both coaches and teachers. |
Speaker(s): |
Henry S. Kepner, Jr., University of Wisconsin-Milwaukee, Milwaukee, Wisconsin
Henry Kranendonk, Milwaukee Public Schools, Milwaukee, Wisconsin |
|
| 190 | 4:00-5:00 | B409 | 9-College | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
|
| Pennsylvania High School Coaching Initiative: Connecting Mathematics, Literacy, and Leadership |
| This session will describe a project funded by Annenberg Foundation that used Penn Literacy Network's (PLN) framework to improve secondary mathematics and literacy instruction in urban districts across Pennsylvania. Mathematics and literacy coaching techniques, teachers' secondary mathematics lessons, and first-year data will be included. |
Speaker(s): |
Jane Wilburne, Penn State Harrisburg, Middletown, Pennsylvania
Winnie Peterson, Kutztown University, Kutztown, Pennsylvania |
|
| |
| Strand 1 Sessions -- Wednesday, March 21, 2007 |
|---|
| |
Strand 1. Leadership with the Spirit of Quality Professional Development
Speakers will discuss and share models of professional development that support high quality teaching.
|
|
| 192 | 7:00-7:45 | GBR | All | Function | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
|
| Interventions: What Works, What Doesn't and Why |
| The discussion will provide insight into how educators can help all of their elementary and secondary students succeed in mathematics and why current solutions aren't meeting the need. Topics include: - the importance of understanding and making use of students' prior knowledge - identifying and correcting misconceptions - why many schools need more than one level of intervention - how to efficiently target the concepts needed for success in algebra Daro will also discuss experiences implementing two new math interventions, Ramp-Up Mathematics and Mathematics Navigator, in Mississippi and in a large New York City summer-school program. |
Speaker(s): |
Phil Daro, America's Choice, San Francisco, California |
|
| 194 | 8:00-9:00 | Hazelnut | PK-5 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
|
| Accelerating Educational Reform in Mathematics Through Teacher Leadership |
| Clear Creek Independent School District, in partnership with Marilyn Burns Education Associates, is building and sustaining a cadre of mathematics teacher leaders to support instructional improvement in its elementary schools. Come learn how this initiative is impacting student learning! |
Speaker(s): |
Sue Chapman, Clear Creek Independent School District, League City, Texas
Lu Ann Weynand, Marilyn Burns Education Associates, Sausalito, California |
|
| 195 | 8:00-9:00 | B305 | PK-5 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
|
| Modifying Elementary Curriculum Materials to Meet School District Needs and Supporting Curriculum Implementation with MOODLE |
| Hear about the process followed by a school district to modify their traditional elementary curriculum materials to incorporate problem-based instructional tasks, concept previews and probes, basic facts via word problems, mental math, and daily routines. View support for the implementation of the curriculum and modifications using MOODLE. |
Speaker(s): |
Larry Leutzinger, University of Northern Iowa, Cedar Falls, Iowa
Larry Osthus, Independent Mathematics Consultant, Des Moines, Iowa |
|
| 196 | 8:00-9:00 | Chestnut | PK-5 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
|
| Equilateral Relationships: Administrators, Teachers, Parents in Concert |
| This whimsical and interactive session will take you through orchestrating a comprehensive mathematics program. By examining the parts each party plays, participants will learn when those working together are in tune or off key. Techniques will be shared on how to get everyone singing in harmony. |
Speaker(s): |
Karen Soanes, Rochester City School District, Rochester, New York
Carlos X. Leal, Rochester City School District, Rochester, New York |
|
| 197 | 8:00-9:00 | B404 | PK-8 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
|
| Building Math Power: Content-Based Professional Development--Integrating Mathematics and Pedagogy to Maximize Teacher Effectiveness |
| Building Math Power Institutes focus on developing teachers' mathematics content knowledge, modeling mathematics best practices, and building rich mathematics activities for students. Join us as we share about this exciting professional development model using multimedia presentations, case studies, and an extensive handout designed to assist with replication. |
Speaker(s): |
Kimberly Rimbey, Math Specialist, Rodel Charitable Foundation of Arizona, Scottsdale, Arizona |
|
| 204 | 8:15-9:45 | B301 | PK-8 | Extended | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
|
| Student Myths, Misconceptions, and Mistakes Used in Professional Development for Mathematics Coaches |
| This interactive session focuses on the role of leaders in the preparation for teachers becoming mathematics coaches. Participants will examine the use of student beliefs (or myths), misconceptions, and common mistakes as content in a professional development session for coaches. |
Speaker(s): |
Clare Heidema, RMC Research, Denver, Colorado
Arlene Mitchell, RMC Research, Denver, Colorado
John Sutton, RMC Research, Denver, Colorado |
|
| 205 | 8:15-9:45 | B306 | PK-8 | Extended | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
|
| An Effective Professional Development Model: Studying Curriculum to Enhance Teacher Knowledge and Practice, and Develop Leadership Capacity |
| Curriculum programs are the mainstay of the classroom. Learn about tools that university and district partners at the Center for the Study of Mathematics Curriculum are developing to study curriculum programs and their use, to document the impact of curriculum study on teachers' content knowledge and instructional practice and leadership capacity. |
Speaker(s): |
Sandra K. Wilcox, Michigan State University, East Lansing, Michigan
Jill Newton, Michigan State University, East Lansing, Michigan
Kathleen Peasley, Grand Ledge Public Schools, Grand Ledge, Michigan |
|
| 206 | 8:15-9:45 | Dogwood B | 3-5 | Extended | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
|
| One Size Does Not Fit All: Customizing Professional Development to Meet the Needs of Teachers Implementing Standards-Based Curriculum |
| Learn how professional development leaders supported the effective implementation of new curriculum and teaching approaches with teachers who had varying degrees of comfort and understanding of mathematics and classroom discourse strategies. Participants will analyze real-life case studies and receive guidance regarding their own challenges. |
Speaker(s): |
Tutita M. Casa, University of Connecticut, Storrs, Connecticut
Ann Marie Spinelli, University of Connecticut, Storrs, Connecticut |
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| 207 | 8:15-9:45 | B402 | 3-8 | Extended | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
|
| Professional Development That Supports District and School-Based Mathematics Achievement |
| Mathematicially-Connected Communities is a partnership between educational researchers, mathematicians and educational leaders in partner districts that has resulted in increased mathematics achievement for diverse students in New Mexico. Participants will experience materials and strategies used in our professional development program. |
Speaker(s): |
Karin Wiburg, New Mexico State University, Las Cruces, New Mexico
Wanda Guzman, Gadsden and Las Cruces Schools, Las Cruces, New Mexico
Doug Kurtz, Mathematical Sciences Department, Las Cruces, New Mexico
Cheryl Coyle, Gadsden School District, Anthony, New Mexico |
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| 208 | 8:15-9:45 | Dogwood A | 6-8 | Extended | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
|
| A Decade of Middle-School Mathematics Curriculum Implementation: Lessons Learned from the Show-Me Project |
| This year the Show-Me Center completes its 10th year of supporting the dissemination and implementation of NSF-funded middle-grades mathematics curricula. This session will focus on lessons learned during the project with highlights from adoption and implementation stories, and insights related to teacher professional development. |
Speaker(s): |
Cindy Langrall, Illinois State University, Normal, Illinois
Meg Meyer, University Wisconsin-Madison, Madison, Wisconsin
Barbara Reys, University of Missouri, Columbia, Missouri |
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| 210 | 8:15-9:46 | B303 | 6-12 | Extended | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
|
| Use the 5E Instructional Model as a Framework for Professional Development: Reading to Learn, Learning to Read Secondary Mathematics |
| Engage in an interactive session that explores the 5E (Engage, Explore, Explain, Elaborate, Evaluate) Instructional Model as a framework for professional development. Participate in a 5E lesson on learning to read mathematics and evaluate how to incorporate the model into mathematics professional development and classroom instruction. |
Speaker(s): |
Sharon Benson, Region 4 Education Service Center, Houston, Texas
Janet Vela, Region 4 Education Service Center, Houston, Texas
David Eschberger, Region 4 Education Service Center, Houston, Texas |
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| 212 | 8:15-9:45 | Redwood | 6-12 | Extended | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
|
| Professional Development Designed by Teachers for Teachers, Leaders, Parents, and Administrators--College Prep Math Educational Program |
| College Prep Mathematics (CPM) designs professional development programs to support teachers who use our curriculum; to develop leaders who conduct workshops; and to inform parents and administrators about CPM. We will discuss the design and model activities used to develop questioning, assessment, study teams, etc. The keys are "Balance," "Listening," and "Ongoing Support." |
Speaker(s): |
Chris Mikles, College Prep Math Educational Program, Sacramento, California |
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| 217 | 9:30-10:30 | Int'l BR-F | All Grades | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
|
| Funds to Support Your Teachers' and Districts' Growth: Learning About NCTM's Mathematics Education Trust's Grant and Scholarship Programs |
| As an educational leader, bring ideas and plans for your teachers' and districts' professional growth. Share your ideas with members of the Mathematics Education Trust Board. Learn how they may align with available grants and scholarships funded by MET. |
Speaker(s): |
Irene Eizen, Lower Merion School District, Ardmore, Pennsylvania
Henry Kepner, University of Wisconsin-Milwaukee, MIlwaukee, Wisconsin |
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| 220 | 9:30-10:30 | Hickory | All Grades | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
|
| Helping Math Leaders to Effectively Use Reflection |
| Reflection on teacher practice strengthens teacher practice. Various protocols that leaders can use in reflecting on mathematics practices will be explored. The protocols have been effectively employed to strengthen building and district learning communities. The power of metacognition in the professional development of mathematics teachers will be reinforced. |
Speaker(s): |
Sam Shaneyfelt, Math & Science Collaborative at Allegheny Intermediate Unit (AIU), Homestead, Pennsylvania
Nancy Bunt, Math & Science Collaborative at AIU, Homestead, Pennsylvania |
|
| 221 | 9:30-10:30 | Hazelnut | PK-5 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
|
| Looking Deeply at Mathematical Ideas: A Professional Development Model for Supporting Curriculum Implementation |
| Our Unit Study Seminar structure is designed to support K-5 classroom teachers. At this interactive session we will model both the planning and the facilitation aspects of a sample seminar and discuss the designing of these seminars. |
Speaker(s): |
Beth P. Brown, Education Research Collaborative, TERC, Cambridge, Massachusetts
Arusha Hollister, Education Research Collaborative, TERC, Cambridge, Massachusetts |
|
| 222 | 9:30-10:30 | GBR - C | PK-8 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
|
| Lessons Learned with Cognitively Guided Instruction (CGI) Staff Development |
| Learn how a group of staff developers over a five-year period designed Professional Development in CGI to address mathematics content, differentiation of instruction, and making word problem solving accessible to English Language Learners, as well as a model for achieving sustainable staff development to help teachers implement CGI practices. |
Speaker(s): |
Royce Page, Valle Imperial Mathematics Project, El Centro, California
Leslie Garrison, San Diego State University-Imperial Valley Campus, Calexico, California
Carol Fisher, Valle Imperial Math Project, El Centro, California |
|
| 223 | 9:30-10:30 | GBR - E | PK-8 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| The Math Institute: Summer School and Professional Development--A Match with Impact |
| Math Institute teachers changed their approach to teaching mathematics during summer school. By embedding best practice mathematics instruction in coaching cycles, teachers and students improved their confidence and competence in mathematics. This session will detail how a week-long staff-development session is having a powerful impact on mathematics learning. |
Speaker(s): |
Barbara Schmich, Gwinnett County Public Schools, Suwanee, Georgia
Dot Schoeller, Gwinnett County Public Schools, Suwanee, Georgia
Kathy Spruiell, Gwinnett County Public Schools, Suwanee, Georgia
Krista Bennett, Cobb County Schools, Marietta, Georgia
Janith Todd, Gwinnett County Public Schools, Suwanee, Georgia |
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| 224 | 9:30-10:30 | GBR - B | PK-8 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Developing Case Studies of Elementary- and Middle-Level Teacher Leaders |
| We present two professional development models for teacher leaders. To explore each model, in table discussions, participants develop summaries using information about four teachers' experiences during the projects' first year. Based on the discussion and our preliminary findings, insights are offered into how teachers become high-quality teachers and leaders. |
Speaker(s): |
Joy Whitenack, Virginia Commonwealth University, Richmond, Virginia
Ruth Heaton, University of Nebraska-Lincoln, Lincoln, Nebraska |
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| 226 | 9:30-10:30 | B407 | College | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Partnerships at Work: Three Universities, Five Districts, College Ungraduates |
| Mathematicians and mathematics educators from three universities partnered with five primary districts to co-present mathematics content courses with a strong classroom component to upper elementary and middle school mathematics teachers and teacher leaders. |
Speaker(s): |
Anne M. Collins, Lesley University, Cambridge, Massachusetts
Polina Sabinin, Lesley University, Cambridge, Massachusetts |
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| 230 | 10:15-11:45 | B304 | PK-5 | Extended | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| From Teachers to Math Specialists to School Leaders: Using Professional Development to Improve Student Learning Through Classroom Coaching |
| Participants take part in a case study that is part of a professional development model for school-based math specialists. Participants will play the role of a specialist and practice classroom coaching using video. Discussion will focus on supporting specialists so that they become instructional leaders who focus on student learning. |
Speaker(s): |
Barbara Crum, University of Illinois at Chicago, Chicago, Illinois
Mila Kell, Chicago Public Schools, Chicago, Illinois |
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| 231 | 10:15-11:45 | B306 | PK-8 | Extended | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Conducting "Open Class" by Teacher Leaders-Effective Professional Development Model in China |
| This presentation demonstrates an effective model of professional development called 'open class' from an international perspective. Two Chinese teacher leaders, selected at province level, will model how Chinese teachers use videos to demonstrate how to play their leadership roles in designing and implementing this professional development. |
Speaker(s): |
Shuhua An, California State University, Long Beach, California
Zhonghe Wu, National University, Los Angeles, California
Jie Wei, Nanjing Wulaocun Elementary School, Nanjing, JS
Lin Wang, Nanhu Second Elementary School, Nanjing, JS |
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| 232 | 10:15-11:45 | B409 | PK-8 | Extended | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Helping Teachers Identify and Navigate the Mathematical Trajectories in Their Instructional Materials |
| The mathematics a student learns is determined by curricular goals and choices teachers make as they navigate their instructional materials. PROM/SE designed activities enable teachers to analyze how mathematical topics unfold and are connected across the grades. Participants will reflect on the implications of these activities for their own work. |
Speaker(s): |
Mary Bouck, Michigan State University, East Lansing, Michigan
Gail Burrill, Michigan State University, East Lansing, Michigan
Elizabeth Jones, Michigan State University, East Lansing, Michigan |
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| 233 | 10:15-11:45 | B402 | PK-8 | Extended | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Texas MELL (Mathematics for English Language Learners): A Model to Enhance Mathematics Instruction for English Language Learners |
| The Texas MELL model was designed to improve teacher content knowledge and understanding of English Language Learners (ELLs). Examples of teacher-created products, research support, and design of the project will be shared to highlight the benefit of time to focus on the needs of ELLs mathematics content. |
Speaker(s): |
Mary Swarthout, Sam Houston State University, Huntsville, Texas
Susan Bohan, Education Service Center, Region VI, Huntsville, Texas |
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| 235 | 10:15-11:45 | Redwood | 3-8 | Extended | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Focusing Instructional Change Around Teaching Mathematics with English Learners in Mind |
| When all mathematics teachers are striving to incorporate strategies such as Questioning, Use Visual Tools, and Scaffold Learning, collegial conversations about instruction occur and teachers expand beyond traditional teaching. Learn how we are fostering change through professional development supported by a new book and by connected mathematics, as we coach grade level groups in Oakland, California. |
Speaker(s): |
Debra Coggins, Debra Coggins & Associates/ TODOS, Lafayette, California
David Montes de Oca, Oakland Unified School District/New School Network, Oakland, California |
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| 236 | 10:15-11:45 | Oak | 6-8 | Extended | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Using Reflection and Analysis as a Tool for Promoting Change in Teaching Practice |
| We will share insights and research gleaned from a district-wide initiative in mathematics wherein the professional development process involves interacting teams of teachers, administrators, University researchers and (graduate/undergraduate) students, who collaborate as "co-investigators" in order to help and support teachers and teacher educators as they revise and refine their approaches to professional development and the teaching and learning process. |
Speaker(s): |
Lisa Warner, Rutgers University, Newark, New Jersey
Roberta Schorr, Rutgers University, Newark, New Jersey
May Samuels, Newark Public Schools, Newark, New Jersey
Darleen Gearhart, Newark Public Schools, Newark, New Jersey |
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| 237 | 10:15-11:45 |
B408 | 6-12 | Extended | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Developing Mathematics Teacher Leaders: Successes and Challenges |
| The Southwestern Pennsylvania (SWPA) Math Science Partnership has developed teacher leaders who guide colleagues in building learning communities and maintaining ongoing professional development to increase student achievement. A coordinator and a teacher leader will present goals, activities, successes, and challenges of teacher leader academies and the teacher leader model. |
Speaker(s): |
Matt Freedman, Math & Science Collaborative, Pittsburgh, Pennsylvania
Cathy Cecil, Riverview School District, Oakmont, Pennsylvania |
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| 243 | 11:00-12:00 | Chestnut | All Grades | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Teacher Fellows Taking the Lead in Math Reform |
| Explore activities of the Southwestern Pennsylvania Math Science Partnership that engage K-12 educators, Teacher Fellows, and higher education faculty in a unique way. This exciting collaboration paves the way to improve student learning KÒ16. Key activities will be shared with time devoted to group discussion. |
Speaker(s): |
Sandra L. Fowler, Allegheny Intermediate Unit, Homestead, Pennsylvania
Barbara Biglan, Chatham College, Pittsburgh, Pennsylvania
Allen Lias, Robert Morris University, Moon Township, Pennsylvania |
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| 244 | 11:00-12:00 | B404 | PK-5 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Using a Coaching Model to Implement Standards-Based Mathematics Curriculum in High Poverty Rural Elementary Schools |
| Participants will take a journey through the implementation of standards-based mathematics utilizing the coaching professional development model, as well as professional learning communities. A bibliography, training overview, timelines of activities, documentation forms and additional information for beginning their own journey will be available. |
Speaker(s): |
Carolyn Falin, McDowell County Schools, Welch, West Virginia
Marlene Addair, McDowell County Schools, Welch, West Virginia
Brenda Boyd, McDowell County Schools, Welch, West Virginia
Priscilla Myers, McDowell County Schools, Welch, West Virginia
Mary Perdue, McDowell County Schools, Welch, West Virginia |
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| 247 | 11:00-12:00 | Hickory | 6-12 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| Networks: The Glue That Holds Reform Together |
| Whether we're talking about professional learning communities at the school site or professional organizations at the state level or high school consortia at the national level, networks can be powerful tools for professional development. What is it about a network that provides such potential for effective professional development? |
Speaker(s): |
Sherry Fraser, Sonoma State University, Rohnert Park, California
Eric Robinson, Ithaca College, Ithaca, New York
Margaret Robinson, Ithaca College, Ithaca, New York |
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