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| Tuesday Sessions, March 20, 2007 |
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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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| 98 | 8:00-9:15 | B403 | Canadian Region | Caucus |
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| Canadian Region Caucus |
| You are invited to attend if you are from Alberta, British Columbia, Manitoba, New Brunswick, Newfoundland, Northwest Territories, Nova Scotia, Nunavut, Ontario, Prince Edward Island, Quebec, Saskatchewan, Yukon |
Speaker(s): |
Ralph Connelly, NCSM Canadian Region Director, Brock University, Saint Catherine's, Ontario, Canada |
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| 99 | 8:00-9:15 | B408 | Region C1 | Caucus |
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| Central Region 1 Caucus |
| You are invited to attend if you are from Illinois, Indiana, Kentucky, Michigan, or Ohio. |
Speaker(s): |
Don Balka, NCSM Central Region 1 Director, Saint Mary's College, Notre Dame, Indiana |
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| 100 | 8:00-9:15 | B402 | Region C2 | Caucus |
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| Central Region 2 Caucus |
| You are invited to attend if you are from Iowa, Kansas, Minnesota, Missouri, Nebraska, North Dakota, South Dakota, or Wisconsin. |
Speaker(s): |
Ruth Harbin Miles, NCSM Central Region 2 Director, Hays, Kansas |
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| 101 | 8:00-9:15 | B409 | Region E1 | Caucus |
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| Eastern Region 1 Caucus |
| You are invited to attend if you are from Connecticut, Maine, Massachusetts, New Hampshire, New York, Rhode Island, Vermont, or Military State AE (Armed Forces Africa, Canada, Europe, and Middle East). |
Speaker(s): |
Jackie Mitchell, NCSM Eastern Region 1 Director, Portland, Maine |
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| 102 | 8:00-9:15 | B306 | Region E2 | Caucus |
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| Eastern Region 2 Caucus |
| You are invited to attend if you are from Delaware, District of Columbia, Maryland, New Jersey, Pennsylvania, or West Virginia. |
Speaker(s): |
Janie Zimmer, NCSM Eastern Region 2 Director, Research-Based Education, LLC, Woodbury, New Jersey |
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| 103 | 8:00-9:15 | B401 | Region S1 | Caucus |
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| Southern Region 1 Caucus |
| You are invited to attend if you are from Bermuda, Florida, Georgia, North Carolina, Puerto Rico, South Carolina, Virginia, Virgin Islands, or Military State AA (Armed Forces Americas). |
Speaker(s): |
Carol Newman, NCSM Southern Region 1 Director, Broward County Schools, Fort Lauderdale, Florida |
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| 104 | 8:00-9:15 | B407 | Region S2 | Caucus |
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| Southern Region 2 Caucus |
| You are invited to attend if you are from Alabama, Arkansas, Louisiana, Mississippi, Oklahoma, Tennessee, or Texas. |
Speaker(s): |
Ted Hull, NCSM Southern Region 2 Director, Pflugerville, Texas |
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| 105 | 8:00-9:15 | B305 | Region W1 | Caucus |
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| Western Region 1 Caucus |
| You are invited to attend if you are from Alaska, Arizona, Colorado, Idaho, Montana, Nevada, New Mexico, Utah, or Wyoming. |
Speaker(s): |
Jim Barta, NCSM Western Region 1 Director, Utah State University, Logan, Utah |
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| 106 | 8:00-9:15 | B301 | Region W2 | Caucus |
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| Western Region 2 Caucus |
| You are invited to attend if you are from California, American Samoa, Federated States of Micronesia, Guam, Marshall Islands, Northern Mariana Islands, Palau, Hawaii, Oregon, Washington, or Military State AP (Armed Forces Pacific). |
Speaker(s): |
Cheryl Avalos, NCSM Western Region 2 Director, Hacienda Heights, California |
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| 107 | 8:00-9:15 | B404 | International Attendees | Caucus |
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| International Attendees Caucus |
| You are invited to attend if you are from outside the U.S./Canada. |
Speaker(s): |
Timothy Kanold, NCSM President-Elect, Adlai Stevenson High School District 125, Lincolnshire, Illinois |
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| 108 | 8:00-9:15 | B405/B406 | Former NCSM Presidents | Caucus |
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| NCSM Past Presidents Caucus |
| You are invited to attend if you are an NCSM Past Presidents. |
Speaker(s): |
Ross Taylor, NCSM Past President, Project to Uplift Math Proficiency, Minneapolis, Minnesota |
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| 109 | 9:30-10:30 | TMB 2/3 | All Grades | Major |
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| What's This All About? Curriculum Focal Points, The National Math Panel, Competition, and Partnerships |
| The session will present issues in which the National Council of Teachers of Mathematics (NCTM) is involved and currently addressing. These include competitiveness, the need for all students to learn important mathematics, and the development of partnerships. Specific examples will include the NCTM Curricular Focal Points, The National Math Panel--and its report, and other issues--as they have emerged. |
Speaker(s): |
Francis (Skip) Fennell, NCTM President, Reston, Virginia |
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| 110 | 9:30-10:30 | GBR - C | All Grades | Regular | Strand 3. Technological Innovations in Mathematics Education
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| The Instructional Architect: Providing a Blueprint for Leaders to Connect Teachers, Students, and Mathematical Online Learning Resources |
| Participants will discuss best practices for successfully implementing free online learning resources from the National Science Digital Library using the Instructional Architect and how pre- and in-service teachers can streamline their mathematics instruction on a daily basis using this state-of-the-art technology. |
Speaker(s): |
Julie Herron, Utah State University, Logan, Utah
Deonne Johnson, Utah State University, Logan, Ut |
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| 111 | 9:30-10:30 | GBR - E | All Grades | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Helping All Children Learn Mathematics |
| Teachers are facing the problem of how to teach mathematics to the increasing numbers of English Language Learners (ELLs). This session will provide supervisors with several strategies and techniques they can share with their teachers that will allow ELL students to become proficient in the learning of mathematics, both conceptual and procedural. |
Speaker(s): |
Donna Long, Macmillan/McGraw-Hill, Columbus, Ohio |
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| 112 | 9:30-10:30 | B402 | All | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Our NCSM Equity Initiative: Deciding Our Course for the Future |
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Speaker(s): |
Tod Shockey, University of Maine, Orono, Maine
Susie Hakansson
Marilyn Hetzel
Larry Orihuela
Shirley Malcolm
Jim Barta, Utah State University, Logan, Utah
Cheryl Avalos, NCSM Western Region 2 Director, Hacienda Heights, California |
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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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| 118 | 9:30-10:30 | TMB 1 | 6-8 | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Three Models for Implementing Quality Mathematics Programs for Low-Achieving Middle-School Students |
| Dubuque Community Schools implemented Cognitive Tutor Bridges to Algebra and Connected Math for low-achieving eighth-grade students. Come to learn about student achievement results, visit classrooms of teachers, look at student work, and hear conversations with teachers and principals to evaluate what worked and did not work for students. |
Speaker(s): |
Sue Runyon, Keystone Area Education Agency, Elkader, Iowa
Chris Nugent, Dubuque Community School District, Dubuque, Iowa |
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| 119 | 9:30-10:30 | 404 | 6-12 | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Getting Serious About Making Higher Math Accessible to All Learners |
| The session will show best practices based on the "What Works Clearing House" findings, brain-based learning research, and what curriculum researchers recommend. A video showing high school teachers involved in lesson study will illustrate how to increase math achievement in a short time. |
Speaker(s): |
Felicia Clark, Los Angeles Unified School District 8, Gardena, CA |
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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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| 121 | 9:30-10:30 | B403 | 3-8 | Showcase |
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| Closing the Achievement Gap: Classroom--Test Strategies That Develop Math Proficiency |
| Children enter school having a positive disposition toward math. Let's keep their confidence and enthusiasm from waning through instruction with understanding. In this session, you will learn techniques to reach your struggling students and help them do the math. |
Speaker(s): |
Janet Pittock, Scholastic, New York City, New York |
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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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| 125 | 9:30-11:00 | B407 | PK-5 | Extended | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Anticipating, Monitoring, Selecting, Sequencing, and Connecting Student Work: Five Actions to Ensure Equity and Access in the Classroom |
| The Thinking Through a Lesson Protocol (TTLP), developed by Dr. Margaret Smith and others at the University of Pittsburgh, engages teachers to think deeply about lessons. The TTLP is aimed at allowing students access to deeper math understanding by engaging the teacher in anticipating, monitoring, selecting, sequencing, and connecting student work. |
Speaker(s): |
Michael Fierle, Math Science Collaborative, Homestead, Pennsylvania
Corinne Murawski, Math & Science Collaborative, Homestead, Pennsylvania |
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| 126 | 9:30-11:00 | Redwood | PK-8 | Extended | Strand 6. Outreach and Advocacy Strategies for Leadership in Mathematics Education
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| Gaining Community Support for Standards-Based Mathematics Through Parent Education |
| Presenters will share their experiences conducting parent and community workshops on standards-based mathematics over the last several years. Participants will gain insight into the logistics of planning such sessions as well as specifics as to workshop content. A parent handbook, developed by presenters, will be shared. |
Speaker(s): |
Regina Byrnes, Weston Board of Education, Weston, Connecticut
Kelly DelVecchio, Weston Board of Education, Weston, Connecticut
Jenna Connores, Weston Board of Education, Weston, Connecticut |
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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 |
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| 131 | 9:30-11:00 | B305 | 6-8 | Extended | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| 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 |
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| 132 | 9:30-11:00 | Hazelnut | 6-12 | Extended | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Improving Adolescent Mathematics at the District, School, and Classroom Levels: A Synthesis of Research |
| Research points to practices in instruction, assessment, and professional development as well as to decisions concerning support for struggling students. We can improve student learning at the district, building, and classroom levels. Come find out what you can do! |
Speaker(s): |
Julie Peck, Northwest Regional Educational Laboratory, Portland, Oregon |
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| 133 | 9:30-11:00 | Oak | 6-12 | Extended | Strand 3. Technological Innovations in Mathematics Education
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| Using Technology and Data in the Middle School to Help Struggling Students Succeed |
| This technology session provides an interactive model of ongoing staff development for middle-school mathematics teachers. The session will focus on how the TI Navigator and virtual manipulatives are used to improve instruction for 21st century struggling students by using real-time data and one of their primary learning venues. |
Speaker(s): |
Terry Politi, Cecil County Public Schools, Elkton, Maryland
Michele Eggleston, Cecil County Public Schools, Elkton, Maryland
Georgia Wensell, Cecil County Public Schools, Elkton, Maryland |
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| 134 | 9:30-11:00 | B408 | 6-12 | Extended | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| ELL Math Students Can Acquire Academic Language: Building Classrooms That Foster Content Vocabulary |
| This session will look at successful practices in mathematics classrooms that help move English Language Learners (ELLs) from "Basic Interpersonal Communication Skills" to "Cognitive Academic Language Proficient." We will focus on "best practices" for ELLs, what this looks like in a classroom, and how to communicate those strategies to the teachers you lead. |
Speaker(s): |
Renee Thomason, America's Choice, Inc., Washington, D.C. |
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| 135 | 9:30-11:00 | B301 | College | Extended | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| 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 |
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| 136 | 10:45-11:45 | TMB 2/3 | All Grades | Major |
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| If I Were a District Mathematics Supervisor, I Would... |
| Iris Weiss has studied the status of mathematics education, and efforts to improve it, over several decades. She will share her reflections on where mathematics supervisors should target their efforts in order to promote a coherent, effective, mathematics program district-wide. |
Speaker(s): |
Iris Weiss, Horizon Research, Inc., Chapel Hill, North Carolina |
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| 137 | 10:45-11:45 | TMB 4 | All Grades | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| 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 |
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| 138 | 10:45-11:45 | B401 | PK-5 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| 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 |
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| 139 | 10:45-11:45 | B402 | PK-5 | Regular | Strand 2. Assessments Supporting Leadership Decision Making
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| Math + Assessment = Learning |
| This session will address a variety of strategies to decide the type of assessment to administer at various times of the year. A discussion will center on the purpose of formative/diagnostic and summative assessment. Examples of specific tasks under each category will be shared. Participants will have the opportunity to make decisions about learning and teaching using all pieces of evidence collected. |
Speaker(s): |
Renate Taylor Majeau, Government of Alberta, Edmonton, Alberta, Canada |
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| 140 | 10:45-11:45 | TMB 1 | PK-8 | Regular | Strand 1. Professional Development Models to Promote Mathematics Education Leadership
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| 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 |
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| 141 | 10:45-11:45 | B404 | PK-12 | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Meeting the Needs of Gifted Mathematicians in the Era of No Child Left Behind |
| The Dubuque Community School District has had a program to address the needs of gifted mathematicians since the mid '90s. During this session, we will explore how this program has evolved into its current form using data in order to provide equitable access to challenging curriculum for students. |
Speaker(s): |
Cheryl A. Werner, Dubuque Community School District, Dubuque, Iowa
Christina Nugent, Dubuque Community School District, Dubuque, Iowa |
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| 142 | 10:45-11:45 | B405/B406 | 6-12 | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Strategies and Resources for Improving the Mathematics Performance of English Language Learners (ELLs) |
| This presentation will include results of a three-year grant to improve the learning of mathematics by English Language Learners (MELL). Program highlights include effective teaching strategies, mathematics vocabulary development, sheltered instruction techniques, teacher feedback, and free ELL resources. |
Speaker(s): |
Bill Jasper, Sam Houston State University, Huntsville, Texas
Sylvia Taube, Sam Houston State University, Huntsville, Texas |
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| 143 | 10:45-11:45 | Maple A/B/C | 9-12 | Regular | Strand 3. Technological Innovations in Mathematics Education
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| CPMP-Tools: Emerging Java-Based Mathematics Software to Support Student Investigation and Problem Solving in School and Outside of School |
| Effective educational software must be accessible, targeted to the curriculum yet flexible, and powerful yet user-friendly. Core-Plus Mathematics Project (CPMP) -Tools is a suite of math software usable on the Internet and on personal computers developed with these criteria in mind. We will demonstrate, discuss, and give examples of using the software for teaching and learning. |
Speaker(s): |
Sabrina Keller, Michigan State University, East Lansing, Michigan
Christian Hirsch, Western Michigan University, Kalamazoo, Michigan
Eric Hart, Maharishi University of Management, Fairfield, Iowa |
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| 144 | 10;45-11:45 | B403 | PK-5 | Showcase |
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| Effective Strategies to Assess and Differentiate in Order to Achieve Mathematics Success |
| Join us to examine assessment strategies designed to gather information that will inform and differentiate instruction. Opportunities will include using a variety of formative and summative assessment tools and techniques that focus on all important outcomes--not just those easy to measure. These will include: Writing and Reasoning Prompts, Portfolios, Oral and Slate Opportunities, and Student Observation. Participants will receive support materials used in the session. |
Speaker(s): |
Claudia Peresman , Wright Group/McGraw-Hill, Chicago, Illinois
Beth Minor, Wright Group/McGraw-Hill, Chicago, Illinois |
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| 145 | 12:00-2:00 | GBR | All Grades | Function | Strand 3. Technological Innovations in Mathematics Education
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| Closing the Achievement Gap in Middle School Mathematics |
| The presenter will share information about a systemic model that was used to increase student achievement in middle-school mathematics. He will highlight a model for middle school mathematics improvement that was developed through a collaboration between Texas Instruments and the Richardson Independent School District. The research-based components of the model and the action the district took to move from piloting the model into a sustainable program throughout the district will be shared. |
Speaker(s): |
Bill Gammons, Richardson Independent School District, Richardson, Texas |
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| 146 | 2:15-3:45 | Dogwood B | All Grades | Extended | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| A Formula for Success: Assessment Technology + Data-Driven, Hands-on Instruction = Higher Achievement for All |
| District math leaders will share a proven system that combines best practices for technology assessment aligned to state standards with hands-on instruction. Teachers use summative and formative data to drive instruction. Results validating positive achievement gains for under-prepared students will be shared. |
Speaker(s): |
Caryl Pierson, Math Teachers Press, Inc., Minneapolis, Minnesota
Drew Jepsky, Charles County Public Schools, La Plata, Maryland
Janie Cates, Douglas County Schools, Douglasville, Georgia
Lynn Chappell, Newport News Public Schools, Newport News, Virginia |
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| 147 | 2:15-3:45 | Redwood | All Grades | Extended | Strand 6. Outreach and Advocacy Strategies for Leadership in Mathematics Education
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| Textbooks, Tests, and Teachers: Advocacy in Texas |
| Leaders of the Texas Council of Teachers of Mathematics (TCTM) have increased their role in advocating for teachers. Through collaboration, TCTM leaders have informed policy makers on issues such as tests and textbooks. We will explain how to use a network for legislative contacts, online resources, and the tools of consensus and communication. |
Speaker(s): |
Cynthia L. Schneider, Charles A. Dana Center, Austin, Texas
Garland Linkenhoger, Independent Consultant, McAllen, Texas
Michelle King, Coppell Independent School District, Coppell, Texas
Nancy Siefken, Independent Public Relations Consultant, Austin, Texas |
|
| 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 |
|
| 149 | 2:15-3:45 | Dogwood A | PK-5 | Extended | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
|
| Integrating NRC Principles and NCTM Process Standards in a Class Learning Path Model to Individualize Within Whole-Class Activities |
| Principles from "How Students Learn" and "Adding It Up" are integrated with the Process Standards to form a Class Learning Path Model that describes how all students progress in their own learning path to general and accessible methods via eight Cognitively Guided Inquiry Teaching means of assistance that function within a Referential Math Talk Community. |
Speaker(s): |
Karen Fuson, Self-Employed, Fallbrook, California |
|
| 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 Pņ9 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 |
|
| 153 | 2:15-3:45 | B306 | 6-8 | Extended | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
|
| Professional Development to Help Teachers Improve Math Learning by Middle School Students with Special Needs |
| Participants will experience professional development activities that they can use with teachers in their districts to address the key question: What are ways to make lessons more accessible to students with special needs while maintaining the integrity of the math content? They will discuss student work and video clips, and plan strategies. |
Speaker(s): |
Amy Brodesky, Education Development Center, Newton, Massachusetts |
|
| 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 ėTough 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 |
|
| 158 | 2:15-3:45 | Hazelnut | 6-12 | Extended | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
|
| Closing the Achievement Gap |
| In December 2004, four high schools were selected by the U.S. Department of Education for closing the achievement gap for minority students in Mathematics/English. Participants will learn how the schools were selected and the strategies one of the four schools used to close the achievement gap in mathematics. |
Speaker(s): |
Barbara Reed, El Camino High School, Oceanside, California |
|
| 159 | 2:15-3:45 | Oak | 9-12 | Extended | Strand 3. Technological Innovations in Mathematics Education
|
| Using Technology as a Tool to Develop Conceptual Understanding in Algebra and Geometry and Motivate Student Learning |
| Mathematics leaders from a Florida school district will share their plan to ensure student success in understanding critical concepts in algebra and geometry. Participants will engage in a hands-on demonstration of the newest TI (Texas Instruments) technology and how ideas for its use are incorporated in the district curriculum maps. |
Speaker(s): |
Margaret Bambrick, Volusia County Schools, Daytona Beach, Florida
Gail Burton, Volusia County Schools, Daytona Beach, Florida |
|
| 160 | 2:30-3:30 | TMB 2/3 | All Grades | Major |
|
| Teaching Mathematics as an Unnatural Activity |
| Whereas teaching mathematics requires more than general teaching skill, learning to teach mathematics is also not a natural byproduct of knowing mathematics. Teaching mathematics is, in fact, an unnatural activity. What does it take to make the shift from knowing mathematics to being able to help others know it? What does this imply for the initial preparation, assessment, and professional development of teachers? |
Speaker(s): |
Deborah Loewenberg Ball, University of Michigan, Ann Arbor, Michigan |
|
| 161 | 2:30-3:30 | B402 | All Grades | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
|
| Strategies for Helping Teachers to Enhance Mathematics Language and Vocabulary Development |
| All students, especially English Language Learners, need to learn vocabulary related to the content they are learning. This session will share models and strategies that can be used in teacher education and professional development to help teachers learn how to build students' mathematics vocabulary. |
Speaker(s): |
Jennifer M. Bay-Williams, University of Louisville, Association of Mathematics Teacher Educators (AMTE)President, Louisville, Kansas
Susan Gay, University of Kansas, Lawrence, Kansas |
|
| 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 |
|
| 168 | 2:30-3:30 | B403 | 6-12 | Showcase |
|
| Learn About the CME Project--A Brand New NSF-Funded High-School Mathematics Program |
| The Center for Mathematics Education (CME) Project is a problem-based, student-centered program, organized around the familiar structure of Algebra 1, Geometry, Algebra 2, and Precalculus. This program provides a coherent curriculum with mathematical ideas, skills, and themes introduced early and deepened throughout the program. This session will provide an overview of the program and demonstrate some of its field-tested approaches. |
Speaker(s): |
Al Cuoco, Education Development Center (EDC), Newton, Massachusetts |
|
| 169 | 4:00-5:00 | TMB 2/3 | PK-8 | Major |
|
| NCTM's Curriculum Focal Points: What Are They? How Will They Be Used? |
| In this session, we will examine and discuss the National Council of Teachers of Mathematics' new publication, "Curriculum Focal Points for Pre-Kindergarten Through Grade 8 Mathematics: A Quest for Coherence," as a possible framework for guiding future curriculum development, instruction, and assessment. |
Speaker(s): |
Jane F. Schielack, Texas A&M University, College Station, Texas
Francis (Skip) Fennell, McDaniel College, Westminster, Maryland
Cathy Seeley, University of Texas-Charles A. Dana Center, Austin, Texas
Sybilla Beckman, University of Georgia, Athens, Georgia
Randy Charles, San Jose State University, San Jose, California
Doug Clements, University at Buffalo, SUNY, Buffalo, New York
Emma Trevino, University of Texas-Charles A. Dana Center, Austin, Texas
Rose Mary Zbiek, Pennsylvania State University, University Park, Pennsylvania |
|
| 170 | 4:00-5:00 | B408 | All Grades | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
|
| Road Map to Instructional Leadership: Reaching Equity in Mathematics by Increasing Student Achievement |
| School leaders must take an active, hands-on approach to improving mathematics achievement. There are four critical, developmental responsibilities that need to be performed. This session moves from educational and leadership research and theory to practice and application at the school level. |
Speaker(s): |
Ted H. Hull, NCSM Southern Region 2 Director, Agile Mind, Grapevine, Texas
Mary Jane Smith, Agile Mind, Grapevine, Texas |
|
| 171 | 4:00-5:00 | B306 | All Grades | Regular | Strand 2. Assessments Supporting Leadership Decision Making
|
| Helping Teachers Create an Environment to Encourage Student Self-Assessment |
| One instructional goal is to help students learn to assess their own mathematical growth and development, so that students become lifelong learners. Supervisors can encourage student independence by providing opportunities for teachers to explore self-assessment strategies. This session focuses on helping teachers encourage student self-assessment. |
Speaker(s): |
Jeane Joyner, Meredith College, Raleigh, North Carolina
George Bright, University of North Carolina at Greensboro, Greensboro, North Carolina |
|
| 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 |
|
| 174 | 4:00-5:00 | Redwood | PK-8 | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
|
| Reach for the Numbers: A Math Initiative for English Language Learners |
| In order to deepen the content and pedagogical knowledge of teachers working with English Language Learner (ELL) students, this project provides research-based instructional strategies and innovative class activities to bridge gaps in students' mathematical knowledge and connect their learning to other areas. Follow-up sessions, support, and coaching are provided for project participants. |
Speaker(s): |
Don Balka, NCSM Central Region 1 Director, Saint Mary's College, Notre Dame, Indiana |
|
| 175 | 4:00-5:00 | B407 | PK-8 | Regular | Strand 3. Technological Innovations in Mathematics Education
|
| Are Preservice Teachers Ready to Integrate Virtual Manipulatives into Elementary Mathematics? |
| Using virtual manipulatives in an elementary mathematics methods course not only models proper integration, but also builds conceptual and pedagogical knowledge. Through a demonstration and an interactive discussion, activities will be shared to demonstrate the effectiveness of using virtual manipulatives in the college classroom. |
Speaker(s): |
Jeanine Haistings, William Jewell College, Liberty, Missouri |
|
| 176 | 4:00-5:00 | Dogwood A | PK-12 | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
|
| Teaching Algebraic Thinking to All Children Through Collaboration |
| Algebra, a requirement in all US schools, creates challenges for teachers under No Child Left Behind. To meet the demands of quality math instruction for all learners, faculty from math education and special education explored approaches for teaching algebra. From this collaborative process, curricular and instructional approaches emerged. |
Speaker(s): |
Edna Bazik, National-Louis University, Lisle, Illinois
Paula Neville, National-Louis University, Wheeling, Illinois
Eunice Goldberg, National-Louis University, Chicago, Illinois |
|
| 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 |
|
| 180 | 4:00-5:00 | TMB 4 | 6-8 | Regular | Strand 2. Assessments Supporting Leadership Decision Making
|
| The Role of Assessment in a Standards-Based Middle School Mathematics Program |
| This session focuses on assessment as an integral part of a middle school standards-based curriculum. Implications for preservice teacher training will be discussed. Participants will be shown how to score open-ended problems using a multi-dimensional generalized scoring rubric. The importance of student self assessment will also be discussed. |
Speaker(s): |
Rick Billstein, University of Montana, Missoula, Montana |
|
| 181 | 4:00-5:00 | B402 | 6-8 | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
|
| Algebra8--Linking the Enhancement of Student Mathematical Understanding, Curriculum Reform, and Professional Development to Accelerate All |
| Who should get Algebra 1 and when should they get it? This session will explore the development of the Algebra8 course that was created for ALL eighth grade students, including students with an IEP (Individualized Educational Program), in Philadelphia, the 6th largest urban school district in the US. Follow the program from idea to full implementation as we share content, pedagogy, professional development, and results. |
Speaker(s): |
M. Hope Yursa, School District of Philadelphia, Philadelphia, Pennsylvania
Jeanette Fernandez, School District of Philadelphia, Philadelphia, Pennsylvania
Jacqueline Bush-Campbell, School District of Philadelphia, 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 |
|
| 183 | 4:00-5:00 | Hazelnut | 6-12 | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
|
| Tired of Losing Students? Great Strategies for Teaching Math That Help All Students Be Successful! |
| Math is often where students are labeled (by themselves or others) as "smart" or "not smart." However, effective lesson design can help all students to feel smart and have a deeper understanding of the core math ideas. Come to learn strategies that make math accessible to all students while making it more meaningful for accelerated students. |
Speaker(s): |
Leslie Dietiker, College Preparatory Mathematics Program, Sacramento, California |
|
| 184 | 4:00-5:00 | B405/B406 | 6-12 | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
|
| Algebra Intervention That Ensures Access for All Students--In-School and Extended Day |
| Experience conceptually based, standards-aligned algebraic intervention. Supports students through common barriers to algebraic success. Adaptable to schedules and programs; extended day (NCLB). Modules: Signed Number Operations, Variables & Expressions, Patterns, Proportional Reasoning, Coordinate Plane, Inequalities. Successful in diverse populations. |
Speaker(s): |
Mardi A. Gale, WestED, Redwood City, California |
|
| 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 |
|
| 186 | 4:00-5:00 | B401 | 6-12 | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
|
| High School Redesign: Building a Culture of Revision and Redemption in Algebra I |
| This session will explore a model of high school algebra I students and teachers working together to build a culture of revision and redemption. Having students do rigorous mathematics and improve their work through feedback empowers teachers to expand instructional practices, resulting in increased student engagement and closing the achievement gap. |
Speaker(s): |
Norma Jost, Austin Independent School District, Austin, Texas
Dale Fowler, Austin Independent School District, Austin, Texas
Sarah Harris, Austin Independent School District, Austin, Texas
Gregg Green, Austin Independent School District, Austin, Texas
Hector Penaflor, Austin Independent School District, Austin, Texas
Christina Stewart, Austin Independent School District, Austin, Texas |
|
| 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 |
|
| 189 | 4:00-5:00 | Chestnut | 9-12 | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
|
| Success in Algebra: A Co-teaching Intervention Model for Inclusive Classrooms |
| This session will provide an example of a strategy for co-teaching that has been successful at preparing at-risk high-school students for Maryland's high-stakes Algebra/Data Analysis test and for upper-level math courses. The presentation will review the data from co-taught classrooms as well as outline the parameters of the intervention model. |
Speaker(s): |
Scott Ruehl, Howard County Public Schools, Ellicott City, Maryland
Patricia Daley, Howard County Public School System, Ellicott City, Maryland |
|
| 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 |
|
| 191 | 4:00-5:00 | B403 | PK-5 | Showcase |
|
| Think Math! Using (and Building) Mathematical Curiosity and the Spirit of Puzzlement to Develop Algebraic Ideas and Computation Skill |
| You'll learn puzzles, games, and attention-riveting teaching strategies that build algebraic understanding while helping children develop computational fluency. This session shows how bringing out the algebra deepens number and problem-solving skill. |
Speaker(s): |
Paul Goldenberg , Education Development Center (EDC), Newton, Massachusetts |
|