2008 NCSM Annual Conference - Strand 1 Sessions
Information accurate as of 04/13/2008 -- subject to change
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| Strand 1 Sessions -- Monday, April 7, 2008 | |||||
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Strand 1. Professional Development and Leadership Models to Promote Mathematics Education Leaders | |||||
| 10:15-11:15 | GA Imperial Ballroom D | Grades PK-5 | Regular | Professional Development Models to Promote Mathematics Education Leaders | |
| Mathematics Coaches: Sharing the Journey | |||||
| School-based mathematics 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 other's experiences. In this session we will examine both the opportunities and the challenges of this role through the journeys of mathematics coaches we've worked with in districts across the country. | |||||
Speaker(s): | Marji Freeman, Marilyn Burns Education Associates, Sausalito, California Nickie Rizzo, Marilyn Burns Education Associates, Sausalito, California | ||||
| 10:15-11:15 | GA Imperial Ballroom C | Grades PK-8 | Regular | Professional Development Models to Promote Mathematics Education Leaders | |
| Developing Teacher Leaders as a Catalyst for Improving Mathematics Instruction | |||||
| Deer Valley Unified School District, in partnership with Marilyn Burns Education Associates, is working to develop and sustain a cadre of mathematics teacher leaders to improve mathematics instruction across the district. Join us to hear about the elements and outcomes of this exciting project! | |||||
Speaker(s): | Lisa Koenig, Deer Valley Unified School District, Phoenix, Arizona Patty Clark, Math Solutions Professional Development, Manassas, Virginia | ||||
| 10:15-12:15 | GA Grand Ballroom A | All Grades | Double | Professional Development Models to Promote Mathematics Education Leaders | |
| Challenges of Leadership: Former NCSM Presidents Share Insights and Valuable Ideas for New and Experienced Leaders | |||||
| Participants interact with former NCSM presidents and peers to address significant topics and to produce a wealth of ideas that benefit leaders at all levels. This session is designed for new leaders and for experienced leaders who want new ideas. | |||||
Speaker(s): | Shirley M. Frye, Past President 1981-83, Cave Creek, Arizona Dorothy S. Strong, Past President 1977-1979, Olympia Fields, Illinois Larry Bradsby, Past President 1989-1991, Lakewood, Colorado Steven Leinwand, Past President 1995-1997, Washington D.C. Jerry Cummins, Past President 1999-2001, Western Springs, Illinois Carole Greenes, Past President 2001-2003, Phoenix, AZ Kay Gilliland, Past President 2003-2005, Oakland, California Linda M. Gojak, Past President 2005-2007, Euclid, Ohio | ||||
| 10:15-12:15 | Savoy (GA) | Grades 6-12 | Double | Professional Development Models to Promote Mathematics Education Leaders | |
| Secondary Lenses on Learning: Informing Site Improvement Teams' Plans for Strengthening Teaching and Learning in Mathematics | |||||
| This introduction to the Secondary Lenses on Learning professional development materials will help site leaders make informed decisions about offering the seminar in their settings. It will feature accounts of the team plans developed in the seminar, and of important supports for enacting plans in schools and districts. | |||||
Speaker(s): | Catherine M. Grant, Education Development Center, Inc., Newton, Massachusetts Valerie Mills, Oakland Schools, Waterford, Michigan Mary Bouck, Michigan State University, East Lansing, Michigan Adina Laver, Math Science Partnership of Greater Philadelphia, Plymouth, Pennsylvania Pam Tice, Plymouth Whitemarsh High School, Plymouth, Pennsylvania Rebecca Campos, Moriaty Municipal School, Albuquerque, New Mexico Laura Moffitt, Moriarty Municipal School, Albuquerque, New Mexico Virginia Stimpson, University of Washington, Mercer Island, Washington | ||||
| 11:30-12:30 | GA Imperial Ballroom C | All Grades | Regular | Professional Development Models to Promote Mathematics Education Leaders | |
| Building K-12 Mathematics Leaders: "Walking the Walk" MEANS "Talking the Talk" | |||||
| Moving students' mathematical discourse beyond answering "what" to explaining "how" and justifying "why" is a central focus the NSF Math Science Partnership funded Oregon Math Leadership Institute Project. We'll discuss specific professional development efforts aimed at elevating both the quantity and quality of student mathematical discourse in classrooms. | |||||
Speaker(s): | Thomas Dick, Oregon State University, Corvallis, Oregon Linda Foreman, Teachers Development Group, West Linn, Oregon | ||||
| 11:30-12:30 | Milano (GA) | Grades PK-8 | Regular | Professional Development Models to Promote Mathematics Education Leaders | |
| Leading Professional Learning in Mathematics Through Engagement of Whole School Communities | |||||
| This session will discuss the successful Professional Development Model that has been devised and piloted in selected rural Victorian (Australian) schools. The nature of teacher and student reflection in the learning cycle will be examined in depth along with the process objective data collection and analysis for student learning. | |||||
Speaker(s): | Leonie Anstey, Department of Education, Victoria, Australia | ||||
| 11:30-12:30 | GA Imperial Ballroom D | Grades 6-12 | Regular | Professional Development Models to Promote Mathematics Education Leaders | |
| Activities Used in Professional Development Designed by Teachers for Teachers, Leaders, Parents and Administrators | |||||
| CPM (College Prep Math) 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'll 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 | ||||
| 11:30-12:30 | Envoy (GA) | Grades 6-12 | Regular | Professional Development Models to Promote Mathematics Education Leaders | |
| The Perfect Marriage: The Office of Mathematics and the Special Education Department | |||||
| Special education and mathematics teachers have been paired across the country in an effort to accommodate the needs of all students. Now that we have the resources, who is responsible for the training of the educators involved in the co-teaching model? Examine one district's answer to training special education teachers and instructional assistants in the mathematics content and the use of technology. | |||||
Speaker(s): | Karen Manns Vaden, Howard County Public School System, Ellicott City, Maryland Roberta Girardi, Howard County Public Schools, Ellicott, Maryland | ||||
| 12:45-2:45 | Savoy (GA) | All Grades | Double | Professional Development Models to Promote Mathematics Education Leaders | |
| Learning to Lead and Leading to Learn: An Instruction-based Perspective on Supporting Teacher Leadership Development | |||||
| Teacher leadership projects are en vogue. Many want it, but how do they get it? And, how can it be sustained over time? Participants will investigate a mathematics leadership project that began with the exploration and development of teachers' own instructional practices and then leveraged gains in personal practice to scaffold leadership capacity. | |||||
Speaker(s): | Valerie L. Mills, Oakland Schools, Waterford, Michigan Edward Silver, University of Michigan, Ann Arbor, Michigan Dana L. Gosen, Oakland Schools, Grand Blanc, Michigan Jenny Sealy, University of Michigan, Ann Arbor, Michigan Geraldine Devine, Clarkston Community Schools, Ortonville, Michigan Hala Ghousseini, University of Michigan, Ann Arbor, Michigan Jenny Sealy, University of Michigan, Ann Arbor, Michigan Charalambos Charalambous, University of Michigan, Ann Arbor, Michigan | ||||
| 12:45-2:45 | Audubon (GA) | Grades PK-5 | Double | Professional Development Models to Promote Mathematics Education Leaders | |
| Lesson Study on the Teaching of Mathematics Through Problem Solving | |||||
| This session will share the design, implementation, and evaluation of the second phase of a longitudinal Lesson Study project used for the professional development of teachers of mathematics in ways to teach mathematics through problem solving. | |||||
Speaker(s): | Luz Lopez, Universal del Norte, Barranquilla, Columbia Catalina Toro, Universidad del Norte, Barranquilla Julie Pacheco, Universidad del Norte, Barranquilla, Columbia Stephanie De Andreis, Univerisdad del Norte, Barranquilla, Columbia Carolina Devila, Colegio Marymount, Barranquilla, Columbia Gina Camargo, University del Norte, Barranquilla, Columbia Marco Cervantes, Universidad del Norte, Barranquilla, Columbia Rufina Gonzalez, Universidad del Norte, Barranquilla, Columbia | ||||
| 12:45-2:45 | Sun Valley (LA) | Grades PK-5 | Double | Professional Development Models to Promote Mathematics Education Leaders | |
| Developing Elementary Mathematics Teachers' Capacity to Teach Conceptually: Sharing the Work of Professional Development in LAUSD | |||||
| Learn how the Los Angeles Unified School District embarked on a journey with teachers to develop their capacity to teach mathematics conceptually. Through professional development designed for mathematics coaches and teachers, conceptual development lessons have become the vehicle for teachers to strengthen their instructional practice. | |||||
Speaker(s): | Andrew Jenkins, Los Angeles Unified School District, Los Angeles, California | ||||
| 12:45-2:45 | GA Grand Ballroom A | Grades 6-8 | Double | Professional Development Models to Promote Mathematics Education Leaders | |
| Using Classroom Videos to Help Leaders Develop Teachers' Mathematical and Pedagogical Knowledge | |||||
| This session will discuss how a video of a 6th-grade class developing an algorithm for multiplication of fractions can be used in a variety of professional development settings to deepen teachers' mathematical and pedagogical knowledge of fractions. | |||||
Speaker(s): | Elizabeth Phillips, Michigan State University, East Lansing, Michigan Glenda Lappan, Michigan State University, East Lansing, Michigan | ||||
| 1:00-2:00 | LA Grand Ballroom C | Grades PK-5 | Regular | Professional Development Models to Promote Mathematics Education Leaders | |
| Leadership, the "Soft Sell" to Getting Teachers Thinking About the Teaching of Mathematics in Elementary Grades | |||||
| Examples and videos will be used to stimulate a discussion of ways to involve elementary teachers in mathematics professional development that they feel comfortable with and, to some extent, in control of. The goal is to encourage both teachers and their students to think mathematics rather than just do mathematics. | |||||
Speaker(s): | Tom Rowan, University of Maryland, College Park, Maryland | ||||
| 1:00-2:00 | GA Imperial Ballroom C | Grades PK-8 | Regular | Professional Development Models to Promote Mathematics Education Leaders | |
| The Virginia K-8 Mathematics Specialist Initiative: From Good Teachers to Great Leaders by Design | |||||
| The presenters will share lessons learned by highlighting various course activities, assignments and projects developed for each of three leadership courses. Participants will have opportunities to examine teachers' work samples and other course materials to explore the course assumptions and purposes in designing and teaching these leadership courses to support the development of effective, school-based mathematics specialists and coaches. | |||||
Speaker(s): | Vickie Inge, University of Virginia, Charlottesville, Virginia Joy Whitenack, Virginia Commonwealth University, Richmond, Virginia Denise Walston, Norfolk City Schools, Norfolk, Virginia | ||||
| 1:00-2:00 | Tucson (LA) | Grades 6-8 | Regular | Professional Development Models to Promote Mathematics Education Leaders | |
| What's the Big Idea? Developing High Quality Teaching by Connecting Mathematical Understandings and Asking Effective Questions | |||||
| How can we help teachers use the Big Ideas to connect mathematical understandings? How can we help students develop mathematical thinking with effective questions? This session will share how middle schools can implement an effective professional development program focused on the Big Ideas and guiding questions to improve teaching and learning. | |||||
Speaker(s): | Kenneth Mathews, New Haven Public Schools, New Haven, Connecticut Debra Crawford, Pearson Achievement Solutions, Greenville, South Carolina | ||||
| 2:15-3:15 | GA Imperial Ballroom D | All Grades | Regular | Professional Development Models to Promote Mathematics Education Leaders | |
| Is What You're Seeing Really a Reflection? An Examination of Reflective Thinking in Professional Development Activities | |||||
| Most professional development includes a reflection component. In this interactive session we examine a lesson module from a typical mathematics professional development program using a Deweyan model of reflective thinking. We show how reflective thinking occurs, and discuss recommendations for ensuring you're getting a true reflection. | |||||
Speaker(s): | Alan J. Hackbarth, University of Wisconsin-Madison, Madison, Wisconsin Margaret J. Wilsman, Wisconsin Center for Education, Madison, Wisconsin | ||||
| 2:15-3:15 | Wyoming (LA) | Grades PK-5 | Regular | Professional Development Models to Promote Mathematics Education Leaders | |
| A Professional Development Strategy to Promote the Teaching of Mental Computation in the Elementary School | |||||
| In 2004, the state of Queensland introduced a new mathematics syllabus that changed the emphasis in the computation strand from written algorithms to mental methods. This represented a significant change for all teachers. This session will describe the professional development activities that supported this change, motivated teachers to make the change, and the nature of the changes. | |||||
Speaker(s): | Calvin Irons, Queensland University of Technology, Brisbane, Queensland, Australia | ||||
| 2:15-3:15 | Envoy (GA) | Grades PK-8 | Regular | Professional Development Models to Promote Mathematics Education Leaders | |
| Collecting Evidence During Classroom Observations: A Focus on Students' Mathematical Thinking | |||||
| Attending to student thinking can be a challenge for classroom observers. Participants will view video clips and collect data using an observation tool that helps coaches and supervisors focus on mathematics lessons through a student-centered lens, enabling them to observe student thinking in the ever-changing, real-time world of the classroom. | |||||
Speaker(s): | Loretta Heuer, Education Development Center, Inc., Newton, Massachusetts | ||||
| 2:15-3:15 | LA Grand Ballroom C | Grades PK-8 | Regular | Professional Development Models to Promote Mathematics Education Leaders | |
| Seizing an Opportunity to Build Teacher Content Knowledge: Lessons Learned from a Mathematician Who Learned Lessons from Teachers! | |||||
| Listen to a mathematician and a district mathematics leader who worked directly with school staffs throughout a large urban district. A panel of school representatives will describe the feeling of trust and collegiality that was developed by staff members as they watched their school transform into a professional learning community in mathematics. | |||||
Speaker(s): | Beth Schefelker, Milwaukee Public Schools, Milwaukee, Wisconsin Kevin McLeod, University of Wisconsin, Milwaukee, Wisconsin Julie Buckholt, Milwaukee Public Schools, Milwaukee, Wisconsin Christine Kadow, Milwaukee Public Schools, Milwaukee, Wisconsin | ||||
| 2:15-3:15 | Tucson (LA) | Grades 6-12 | Regular | Professional Development Models to Promote Mathematics Education Leaders | |
| Develop Technology Expertise in Mathematics Teacher Leaders: The Math Forum Hybrid Workshop Model | |||||
| In this session, we will discuss our recent efforts to catalyze development of a cadre of school-based teacher leaders through online and face-to-face professional development. In particular, we will focus on development of a sequence of online workshops that can be used as resources for professional development in participants' home districts. | |||||
Speaker(s): | Suzanne Alejandre, The Math Forum@Drexel, Philadelphia, Pennsylvania Jason Silverman, Drexel University, Philadelphia, Pennsylvania | ||||
| 3:00-5:00 | Savoy (GA) | All Grades | Double | Professional Development Models to Promote Mathematics Education Leaders | |
| How Can Teacher Leaders Be Prepared to Facilitate Professional Learning Communities? | |||||
| Since 2004, the Math Science Partnership of Southwest Pennsylvania has prepared 600 teacher leaders who have facilitated learning experiences for 4600 of their colleagues back in the district. Discover the lessons learned from the multi-year Teacher Leadership Academies as described by the LEADS acronym: Learning, Assessment, De-Briefing, and Support. | |||||
Speaker(s): | Nancy Bunt, Allegheny Intermediate Unit, Pittsburgh, Pennsylvania Matt Freedman, Allegheny Intermediate Unit, Pittsburgh, Pennsylvania Sam Shaneyfelt, Allegheny Intermediate Unit, Pittsburgh, Pennsylvania | ||||
| 3:00-5:00 | GA Grand Ballroom A | Grades PK-5 | Double | Professional Development Models to Promote Mathematics Education Leaders | |
| "How Did You Get That Answer?" Building Teachers' Capacity to Analyze Children's Mathematical Thinking | |||||
| Teachers' ability to analyze the mathematical thinking and problem-solving strategies of elementary school students, and develop instruction to meet their needs, lies at the heart of successful early mathematics programs. Gain an understanding of what kind of professional development can help teachers to build these critical skills. | |||||
Speaker(s): | Barbrina Ertle, Teachers College, Columbia University, New York, New York | ||||
| 3:00-5:00 | Audubon (GA) | Grades PK-12 | Double | Professional Development Models to Promote Mathematics Education Leaders | |
| You Got Chocolate In My Peanut Butter! | |||||
| When you improve a little each day, eventually big things occur. The School District of Beloit has come up with a winning recipe for mixing video technology with professional development. Join us as we demonstrate how technology is being used as an integral part of our mathematics professional development plan. | |||||
Speaker(s): | Perry Tinsley, School District of Beloit, Beloit, Wisconsin Steve Reinhart, School District of Beloit, Beloit, Wisconsin | ||||
| 3:30-4:30 | GA Imperial Ballroom D | All Grades | Regular | Professional Development Models to Promote Mathematics Education Leaders | |
| Who is Doing the Thinking? An Administrator Initiative for Observing and Coaching Mathematics Teachers | |||||
| Over a two-year period, administrators spent two days each learning strategies for observing and coaching mathematics instruction through a framework using the NCTM Process Standards. Actual classroom observations provided data for discussion. Results indicated a heightened awareness of effective leadership and coaching strategies. | |||||
Speaker(s): | Lawrence Linnen, University of Colorado at Denver, Denver, Colorado Cindy Andrews, Douglas County School District, Castle Rock, Colorado Mary Pittman, Boulder Valley School District, Boulder, Colorado | ||||
| 3:30-4:30 | Arizona (LA) | Grades PK-5 | Regular | Professional Development Models to Promote Mathematics Education Leaders | |
| Beginning with the End in Mind | |||||
| When teachers start their planning by determining what evidence of understanding will be used, the quality of instruction improves. Participants will learn about using Achievement Indicators, statements of what a student should be able to do to demonstrate an understanding of a concept, to focus teacher planning for instruction. | |||||
Speaker(s): | Debbie Duvall, Alberta Education, Edmonton, Alberta, Canada | ||||
| 3:30-4:30 | Idaho (LA) | Grades PK-12 | Regular | Professional Development Models to Promote Mathematics Education Leaders | |
| Strategies to Help Teachers Become Expert Teachers | |||||
| What are the qualities of an expert teacher? Important attributes and examples will be presented, as well as a professional development design that will help all teachers become more effective. | |||||
Speaker(s): | Carol R. Findell, Boston University, Boston, Massachusetts | ||||
| 3:30-4:30 | Wyoming (LA) | Grades 6-12 | Regular | Professional Development Models to Promote Mathematics Education Leaders | |
| The Journey Is the Destination: Changing the Culture of Teaching Middle and High School Through Multi-Faceted Professional Development | |||||
| Changing content and pedagogical techniques through developmental stages of implementation are important elements in professional development programs. Learn how workshops, on-line professional development, coaching, directed conferencing, and collaboration contributed to significant gains in teacher pride, student interest, and scores on high stakes tests. | |||||
Speaker(s): | Paul Lawrence, LL Teach Inc., Bridgewater, New Jersey | ||||
| Strand 1 Sessions -- Tuesday, April 8, 2008 | |||||
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Strand 1. Professional Development and Leadership Models to Promote Mathematics Education Leaders | |||||
| 9:15-10:15 | GA Imperial Ballroom C | PK-12 | Regular | Professional Development Models to Promote Mathematics Education Leaders | |
| Systemic Change: Helping Teachers Transition to Inquiry Mathematics K-12. | |||||
| The Belle Fourche School District is the first district in South Dakota to implement inquiry mathematics from K-12. This session will describe the four-phase professional development model used to support this implementation. The model emphasizes the partnership between the university, the administration, the mathematics teacher leaders, and staff. Lessons learned from the process and the roles of the partners will be discussed. Finally, the session will focus on the training approaches used to prepare mathematics teacher leaders to help teachers transition to inquiry-based instruction. | |||||
Speaker(s): | Micheline Hickenbotham, Black Hills State University, Spearfish, South Dakota | ||||
| 9:15-10:15 | GA Grand Ballroom A | Grades 6-12 | Regular | Professional Development Models to Promote Mathematics Education Leaders | |
| IMPACT: An Ongoing District-Wide Mathematics PLC with a Five Year Success Story | |||||
| IMPACT (Innovative Mathematics, Promoting Achievement, Connecting Technology) teachers collaborate within and across schools and are networked throughout one large district. Examine this ongoing process of improving practice, subtly guiding collaboration, cultivating teacher leaders, and continuously refining our professional learning community. | |||||
Speaker(s): | Joleigh Honey, Jordan School District, Sandy, Utah Camille Baker, Jordan School District, Sandy, Utah | ||||
| 9:15-10:15 | GA Grand Ballroom D | College | Regular | Professional Development Models to Promote Mathematics Education Leaders | |
| Closing the Achievement Gap Through Professional Development Partnerships | |||||
| This session will describe essential elements and share examples of materials used in successful professional development partnerships between universities and school districts. The partnerships are designed to increase students' mathematics understanding and achievement and increase districts' capacity to sustain professional development | |||||
Speaker(s): | Jane D. Gawronski, San Diego State University Foundation, San Diego, California Nadine Bezuk, San Diego State University, San Diego, California Steve Klass, Encinitas School District, San Diego, California Karen Payne Aguilar, San Diego State University Foundation, San Diego, California | ||||
| 9:15-10:45 | Idaho (LA) | Grades PK-5 | Extended | Professional Development Models to Promote Mathematics Education Leaders | |
| Use the 5E Instructional Model as a Framework for Professional Development: 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, Cypress, Texas David Eschberger, Region 4 Education Service Center, Cypress, Texas | ||||
| 9:15-10:45 | Milano (GA) | Grades 3-8 | Extended | Professional Development Models to Promote Mathematics Education Leaders | |
| Using Student Myths and Misconceptions in Tasks That Develop Mathematical Knowledge for Teaching | |||||
| This interactive session focuses on the role of leaders in helping teachers develop mathematical knowledge for teaching. Participants will examine tasks that use and analyze student beliefs (or myths) and misconceptions as content in professional development that focuses on both content and pedagogical knowledge for teaching mathematics. | |||||
Speaker(s): | Clare Heidema, RMC Research, Denver, Colorado | ||||
| 11:00-12:00 | GA Grand Salon | All Grades | Regular | Professional Development Models to Promote Mathematics Education Leaders | |
| Building PROFESSIONAL Education for Teaching Mathematics: Meeting the Challenges | |||||
| What does good professional education need to do, and what are the challenges to providing really professional training in the teaching of mathematics? This session will consider what is special about learning teaching and what that means for professional education across the continuum. | |||||
Speaker(s): | Deborah Loewenberg Ball, University of Michigan, Ann Arbor, Michigan | ||||
| 11:00-12:00 | GA Imperial Ballroom C | All Grades | Regular | Professional Development Models to Promote Mathematics Education Leaders | |
| Leading with Passion: Don't Ever Compromise | |||||
| What does passion for mathematics education look like? How can you "recharge the batteries" of your mathematics leaders to improve site-based professional development? Participants in this energetic session will learn about Baltimore County's efforts to address passion and leadership. | |||||
Speaker(s): | Bill Barnes, Baltimore County Office of Mathematics PreK-12, Towson, Maryland Janice Siebenhaar , Baltimore County Office of Mathematics, PreK-12, Dundalk, MD John Staley, Baltimore County Office of Mathematics PreK-12, York, Maryland Maria Antoine, Baltimore County Office of Mathematics PreK-12, York, Maryland Leslie Johnson, Baltimore County Office of Mathematics PreK-12, York, Maryland | ||||
| 11:00-12:00 | GA Grand Ballroom D | Grades PK-8 | Regular | Professional Development Models to Promote Mathematics Education Leaders | |
| Easing the Transition from Arithmetic to Algebra | |||||
| This session describes a professional development program to prepare teachers in grades 1 through 8 to develop appropriate algebraic thinking skills and algebraic concepts while concurrently reinforcing their students' understanding of key ideas of number, measurement, probability, and statistics. | |||||
Speaker(s): | Carole Greenes, Arizona State University, Mesa, Arizona | ||||
| 11:00-12:00 | Milano (GA) | Grades PK-8 | Regular | Professional Development Models to Promote Mathematics Education Leaders | |
| We Got Them, Now What? Building Capacity for Increased Student Learning Through Effective Implementation of Mathematics Specialists | |||||
| We got them! Now what? Virginia's State Board of Education approved the licensure for K-8 Mathematics Specialists, with division-wide implementation expected by 2009. We will share our implementation strategies, our challenges, and the professional development model designed to support these specialists in their new role. | |||||
Speaker(s): | Marlene Robinson, Albemarle County Schools, Charlottesville, Virginia Alexandra Davis, Albemarle County Schools, Charlottesville, Virginia | ||||
| 11:00-12:00 | Wyoming (LA) | Grades PK-8 | Regular | Professional Development Models to Promote Mathematics Education Leaders | |
| The Beginning of the End: Documenting the Impact of Professional Development and Facilitating Sustainability as a Grant Nears Its End | |||||
| As the Center for the Study of Mathematics Curriculum (CSMC) sees its possible end in sight, it faces the challenge of sustainability of the professional learning community developed in its partner district. We will share the results of an impact study and strategies developed in anticipation of the end of the collaboration. | |||||
Speaker(s): | Jill Newton, Michigan State University, East Lansing, Michigan Elizabeth Phillips, Michigan State University, East Lansing, Michigan | ||||
| 11:00-12:00 | GA Grand Ballroom A | Grades 3-8 | Regular | Professional Development Models to Promote Mathematics Education Leaders | |
| Helping Teachers Learn to Differentiate Mathematics Instruction in Grades 3-8 | |||||
| Professional development activities designed to help teachers learn research-based strategies to differentiate mathematics instruction will be shared, including cooperative learning, use of accessible tasks, scaffolding, and tiered assignments. Participants will also discuss additional techniques they have used in their districts to encourage teachers to differentiate mathematics instruction. | |||||
Speaker(s): | Janet H. Caldwell, Rowan University, Glassboro, New Jersey | ||||
| 11:00-12:00 | GA Imperial Ballroom D | Grades 9-12 | Regular | Professional Development Models to Promote Mathematics Education Leaders | |
| The Supervisor's Role in Supporting Secondary Teachers to Provide Quality Instruction in Mathematics Using Algebra I as a Model | |||||
| With advanced standards and increased course requirements, more special-needs students are in mathematics classrooms. Researched techniques and strategies for helping teachers improve instruction and monitor students will be discussed. Participants will be actively involved using instructional strategies from Algebra I. | |||||
Speaker(s): | Larry Bradsby, Jefferson County Public Schools, Lakewood, Colorado | ||||
| 11:00-12:00 | Rivera (GA) | Grades 9-12 | Regular | Professional Development Models to Promote Mathematics Education Leaders | |
| Building Blocks of Mathematics Achievement for All: Creating and Sustaining Teacher Leaders | |||||
| How do you sustain teacher leaders to maintain powerful transformation for students? See how a large urban district created a culture of adult learners focused on improving results for all. Strategies will show how to use evidence of learning to respond to critical questions about achievement and getting leaders on board and involved. | |||||
Speaker(s): | Mona Toncheff, Phoenix Union High School District, Phoenix, Arizona Deborah Gonzalez, Phoenix Union High School District, Phoenix, Arizona | ||||
| 2:15-3:45 | Arizona (LA) | Grades PK-5 | Extended | Professional Development Models to Promote Mathematics Education Leaders | |
| Effective Professional Development Models to Support Transfer to the Classroom | |||||
| The presenters will share research about adult learners, especially related to math. Participants will experience interactive models from real professional development that have teachers learn and then practice new information using mind maps, anchor charts, and teacher replication to foster a high level of teacher implementation | |||||
Speaker(s): | Patsy Kanter, Great Source Education Group, Wilmington, Massachusetts Shara Hammet, Great Source Education Group, Evansville, Indiana Esta Elizondo, Alief Independent School District, Missouri City, Texas | ||||
| 2:15-3:45 | Idaho (LA) | Grades PK-5 | Extended | Professional Development Models to Promote Mathematics Education Leaders | |
| Content-Focused Lesson Study: Researching Students' Understanding of Number | |||||
| Content-Focused Lesson Study is designed to deepen participants' mathematical knowledge for teaching with opportunities to investigate the subject matter. The tools and processes shared in this session relate to the K-5 National Council of Teachers of Mathematics (NCTM) Focal Points. Learn how to support teachers in analyzing curriculum materials, student learning, and instructional practice. | |||||
Speaker(s): | Melinda Leong, Northwest Regional Educational Laboratory, Portland, Oregon Jennifer Stepanek, Northwest Regional Educational | ||||
| 2:45-3:45 | GA Imperial Ballroom C | Grades PK-5 | Regular | Professional Development Models to Promote Mathematics Education Leaders | |
| Teacher Content Knowledge and Growth in Student Learning: Making the Two-Way Connection | |||||
| This session provides an overview of a professional development academy for K-5 teachers and focuses on the dynamic relationship between teachers' content knowledge and their ability to analyze student growth in mathematical understanding. Sample academy activities will be provided and implications for professional development will be discussed. | |||||
Speaker(s): | Terry Goodman, University of Central Missouri, Warrensburg, Missouri Larry Campbell, Missouri State University, Springfield, Missouri Doug Clarke, Australian Catholic University, Melbourne, Victoria, Australia | ||||
| 2:45-3:45 | GA Imperial Ballroom D | Grades PK-8 | Regular | Professional Development Models to Promote Mathematics Education Leaders | |
| Selecting and Implementing Favorite Articles for Professional Development | |||||
| Participants will extend their repertoire of strategies for using professional readings as a springboard for engaging teachers in improving practice. Specifically, we will share a collection of quality articles that are the result of a survey of NCSM and AMTE members and how those articles might be used in various professional development settings. | |||||
Speaker(s): | Jennifer M. Bay-Williams, University of Louisville, Louisville, Kentucky Karen Karp, University of Louisville, Louisville, KY | ||||
| 2:45-3:45 | GA Grand Ballroom A | Grades PK-12 | Regular | Professional Development Models to Promote Mathematics Education Leaders | |
| Improving Teacher Knowledge in Geometry & Measurement: A Collaborative Effort Involving Mathematics Educators, STEM Faculty and Teacher Leaders | |||||
| This interactive session will engage participants in a variety of tasks developed by mathematics faculty and mathematics educators and used with teachers to deepen content knowledge and pedagogical strategies in geometry and measurement. Participants will review open response item results of teacher performance. | |||||
Speaker(s): | Henry S. Kepner, Jr, University of Wisconsin-Milwaukee, Milwaukee, Wisconsin Lee Ann Pruske, Milwaukee Public Schools, Milwaukee, Wisconsin Kevin McLeod, University of Wisconsin-Milwaukee, Milwaukee, Wisconsin DeAnn Huinker, University of Wisconsin-Milwaukee, Milwaukee, Wisconsin Paige Richards, Milwaukee Public Schools, Milwaukee, Wisconsin Mary Mooney, Milwaukee Public Schools, Milwaukee, Wisconsin Karen Corlyn, Milwaukee Public Schools, Milwaukee, Wisconsin | ||||
| Strand 1 Sessions -- Wednesday, April 9, 2008 | |||||
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Strand 1. Professional Development and Leadership Models to Promote Mathematics Education Leaders | |||||
| 8:00-9:00 | LA Grand Ballroom C | Grades PK-8 | Regular | Professional Development Models to Promote Mathematics Education Leaders | |
| Using Student Misconceptions as Learning Opportunities for Professional Development | |||||
| How does exploring student misconceptions strengthen teacher content knowledge and promote high-quality mathematics instruction? Explore a professional development model that takes a multifaceted approach in developing teacher and student understanding of key mathematics ideas. Discover strategies and discourse techniques to enhance learning. | |||||
Speaker(s): | Ann Marie Spinelli, University of Connecticut, Storrs, Connecticut Tutita Casa, University of Connecticut, Storrs, Connecticut | ||||
| 8:00-9:00 | GA Imperial Ballroom B | Grades PK-12 | Regular | Professional Development Models to Promote Mathematics Education Leaders | |
| Research On Professional Development: The North Carolina Teacher Academy Model | |||||
| The North Carolina Teacher Academy (NCTA) has been providing statewide professional development for 13 years. In recent years, the NCTA has focused on mathematics content. The NCTA model and supporting research will be highlighted. | |||||
Speaker(s): | Michael Kestner, North Carolina Teacher Academy, Morrisville, North Carolina | ||||
| 8:00-9:00 | GA Grand Salon | Grades 6-8 | Regular | Professional Development Models to Promote Mathematics Education Leaders | |
| Bridging Professional Development: From Content Knowledge to Teaching Practice | |||||
| The Bridging Program helps teachers develop mathematical argumentation skills in content-rich workshops and use their new content knowledge in two aspects of practice: aligning content across grade levels and supporting student argumentation in the classroom. Participants will see sample materials and discuss implementation in their own settings. | |||||
Speaker(s): | Jennifer Knudsen, SRI International, Menlo Park, California Harriette Stevens, Lawrence Hall of Science, Berkeley, California | ||||
| 8:00-9:00 | GA Grand Ballroom D | Grades 9-College | Regular | Professional Development Models to Promote Mathematics Education Leaders | |
| Developing and Supporting High School Mathematics Lead Teachers: Insights into a University/School-District Leadership Collaboration | |||||
| Learn about the development activities and interim findings of the Rice University Mathematics Leadership Institute funded by the National Science Foundation. This university/school district partnership develops and supports 60 identified high school teachers to improve mathematics instruction in their schools and serve as mathematics intellectual leaders. | |||||
Speaker(s): | Anne Papakonstantinou, Rice University, Houston, Texas Jackie Sack, Rice University, Houston, Texas Richard Parr, Rice University, Houston, Texas Sara Ptomey, Aldine Independent School District, Houston, Texas Ann McCoy, Self-Employed, Need City and State | ||||
| 8:00-9:30 | Envoy (GA) | Grades PK-8 | Extended | Professional Development Models to Promote Mathematics Education Leaders | |
| Looking Beyond the Obvious: How to Develop the Mathematics Supervisor/Building Principal Partnership to Encourage Quality Mathematics Instruction | |||||
| How can we get principals to look beyond the tangibles in a mathematics classroom? This interactive presentation will explore ways to help your instructional leader go beyond the manipulatives, posters, and other mathematics materials and begin to see the potential of quality mathematics instruction through observing classroom vignettes. | |||||
Speaker(s): | Sheila Lettiere, Oak Lawn-Hometown School District 123, Oak Lawn, Illinois Lori Gloodt, Oak Lawn-Hometown School District, Oak Lawn, Illinois | ||||
| 8:00-9:30 | Milano (GA) | Grades 6-8 | Extended | Professional Development Models to Promote Mathematics Education Leaders | |
| Bridging the Mathematical Continuum: The Journey from Isolation to Collaborative Reflection | |||||
| Learn about a professional development model that supports middle-grades teachers to deepen mathematical knowledge and develop reflective teaching practices to enhance student learning through multiple means: visualizers to promote student dialogue, TI-73 graphing calculators to explore concepts, and lesson study for professional collaboration. | |||||
Speaker(s): | Dewey Gottlieb, Hawaii Department of Education, Kaolei, Hawaii Marcia Omura, Waiau Elementary School, Pearl City, Hawaii Hannah Slovin, University of Hawaii, Honolulu, Hawaii Melfried Olson, University of Hawaii, Honolulu, Hawaii Judith Olson, University of Hawaii, Honolulu, Hawaii Alison Ota, Leeward District Office, Hawaii Department of Education, Waipahu, Hawaii | ||||
| 8:00-9:30 | Savoy (GA) | Grades 6-12 | Extended | Professional Development Models to Promote Mathematics Education Leaders | |
| Teacher Retention Through Building Professional Learning Communities | |||||
| Share the visions, research reviews, first steps, and initial data of a five-year retention initiative, California Mathematics Project Supporting Teachers to Increase Retention (CMP STIR), designed to improve the retention of mathematics teachers in their first five years of teaching and/or in hard-to-staff schools. | |||||
Speaker(s): | Barbara Pence, San Jose State University, San Jose, California Susie Hakansson, California Mathematics Project, Los Angeles, California Axelle Faughn, California State University, Bakersfield, California Davida Fischman, California State University, San Bernardino, California Rajee Amarasinghe, California State University, Fresno, California Carol Cronk, San Bernardino County Schools, San Bernardino, California Lisa Portela, California State University, Fresno, California Nancy Terman, University of California, Santa Barbara, California | ||||
| 8:00-9:30 | Audubon (GA) | Grades 9-College | Extended | Professional Development Models to Promote Mathematics Education Leaders | |
| A Tried and Tested Model for Training and Motivating Teachers to Use Technology Effectively | |||||
| The TSM (Technology for Secondary) workshops have a fantastic reputation in the UK for motivating teachers to use computer-based technology effectively. The annual 3-day residential workshop concentrates on two areas: to become fluent in Word and Excel for mathematics, and then to make the best use of dynamic software in the classroom. | |||||
Speaker(s): | Douglas Butler, Oundle School, Peterborough, United Kingdom | ||||
| 9:15-10:15 | GA Grand Ballroom D | Grades PK-8 | Regular | Professional Development Models to Promote Mathematics Education Leaders | |
| Talking about English Learners and Math--Guide Teacher Groups to Collaborate On Their Own! | |||||
| So many teachers, too little time? Help teachers gradually change their own practice as they work in small collaborative groups. Come experience peer-facilitated collaboration focused on essential instructional habits for teaching mathematics to all students, and particularly to English Language Learners. Examples of self-guided collaboration guides will be shared. | |||||
Speaker(s): | Grace Coates, University of California, Berkeley, LHS EQUALS TODOS, Berkeley, California Debra Coggins, Debra Coggins & Associates, Lafayette, California | ||||
| 9:15-10:15 | GA Imperial Ballroom B | PK-12 | Regular | Professional Development Models to Promote Mathematics Education Leaders | |
| 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 will 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 | ||||
| 9:15-10:15 | GA Grand Ballroom A | Grades PK-12 | Regular | Professional Development Models to Promote Mathematics Education Leaders | |
| Sustaining a Standards-based Program in an Urban Setting: Lessons from Seven Years of Teacher Leadership in Portland Public Schools | |||||
| Portland Public Schools sustained notable achievement gains in mathematics, including a dramatic closing of the achievement gap. This effort has been led by a team of teacher leaders who have fostered collaborative leadership at the building level. This session will explore the specifics and challenges of maintaining this effort over seven years. | |||||
Speaker(s): | Andy Clark, Retired, Portland Public Schools, Portland, Oregon | ||||
| 9:15-10:15 | GA Grand Salon | All Grades | Regular | ||
| A PRIME Leaders' Legacy- A life of Significance, Inspiration and Impact! | |||||
| Motivational and humorous, participants will be asked to reflect upon four qualities generated by national research on highly effective leadership qualities. Mobilizing others toward meaningful change in mathematics teaching and learning is a difficult task and this session promises to provide insight needed to sustain your local leadership effort. | |||||
Speaker(s): | Timothy D. Kanold, NCSM President, Chicago, Illinois | ||||
| 10:00-11:30 | Arizona (LA) | All Grades | Extended | Professional Development Models to Promote Mathematics Education Leaders | |
| NCSM Position Papers: Equity, Collaborative Teams, Professional Learning, and Special Education | |||||
| The two new NCSM position papers on Equity, Collaborative Teams, Professional Learning, and Special Education are powerful and give NCSM members information and research to use to strengthen existing programs or design new ones. This session will provide the opportunity for discussion and the sharing of ways to use these - and other - position papers to their fullest advantage. | |||||
Speaker(s): | Katherine (Kit) Norris, NCSM Position Papers Editor, Southborough, Massachusetts Janie Zimmer, NCSM Eastern Region 2 Director, Research-Based Education, LLC, Reading, Pennsylvania | ||||
| 10:00-11:30 | Idaho (LA) | All Grades | Extended | Professional Development Models to Promote Mathematics Education Leaders | |
| Providing Professional Development to Mathematics Learning Communities Using NCTM Journals | |||||
| Articles from NCTM journals provide teacher-leaders and coaches with a rich resource for professional development. A motivating article from Mathematics Teaching in the Middle School, "Using Students' Work as a Lens on Algebraic Thinking" by Driscoll and Moyer will be the focus to model a professional development session for teachers. | |||||
Speaker(s): | Murrel Hoover, Teachers Development Group, West Linn, Oregon Monique C Lynch, National Council of Teachers of Mathematics, Reston, Virginia Arlene Mitchell, RMC Research Corporation, Denver, Colorado | ||||
| 10:00-11:30 | Envoy (GA) | Grades PK-8 | Extended | Professional Development Models to Promote Mathematics Education Leaders | |
| Model Classrooms: Integrating Formative Assessment for Student Learning and Achievement | |||||
| Participants will see a model mathematics classroom that utilizes formative assessment to help promote student learning. Participants will create their own formative assessment tools, learn how to set up a model classroom and unpack lessons focusing particularly on lesson objectives, differentiating instruction, and promoting mathematical language. | |||||
Speaker(s): | Julie Gillis, Pittsburgh Public Schools, Pittsburgh, Pennsylvania Robin Ittigson, Pittsburgh Public Schools, Pittsburgh, Pa Carol Thompson, Independent Contractor, Latrobe, Pennsylvania | ||||
| 10:00-11:30 | Audubon (GA) | Grades PK-12 | Extended | Professional Development Models to Promote Mathematics Education Leaders | |
| Leadership for Lesson Study in Mathematics: How Do Leaders Support Teachers' Lesson Study Work? | |||||
| Lesson study thrives with leadership from multiple sources: teachers, coaches, knowledgeable others, and administrators. Session participants will do typical lesson study activities (e.g. goal setting) to spark discussion of roles and issues faced by leaders, and will share experiences implementing effective lesson study programs and leader models. | |||||
Speaker(s): | Jane Gorman, Education Development Center, Inc., Newton, Massachusetts Johannah Nikula, Educational Development Center, Inc., Newton Massachusetts | ||||
| 10:00-11:30 | Savoy (GA) | Grades PK-12 | Extended | Professional Development Models to Promote Mathematics Education Leaders | |
| Curriculum Coherence Institutes for District Mathematics Leadership Teams | |||||
| This session provides an introduction to the Curriculum Coherence professional development materials developed and field-tested with districts in the PROM/SE (Promoting Rigorous Outcomes in Mathematics and Science Education) Project. Leaders will review tools designed to help districts improve their mathematics curriculum through analysis of coherence and topic trajectories, moving beyond alignment between local and state standards. | |||||
Speaker(s): | Mary Bouck, Michigan State University, East Lansing, Michigan Gail Burrill, Michigan State University, East Lansing, Michigan | ||||
| 10:30-11:30 | GA Imperial Ballroom A | Grades PK-5 | Regular | Professional Development Models to Promote Mathematics Education Leaders | |
| Sustainable Change: Implementing Developing Mathematical Ideas Professional Development in Jordan School District Schools, Grades K-6 | |||||
| Jordan School District (JSD), a large urban school district, created sustainable change while using Developing Mathematical Ideas (DMI) professional development materials. Listen to a school principal and district mathematics leaders as they share their implementation experiences, both at the school and district level. See the results. | |||||
Speaker(s): | Vicki Smith, Jordan School District, Sandy, Utah Tami Bird, Jordan School District, Jordon, Utah Tamra Baker, Jordan School District, Jordon, Utah | ||||
| 10:30-11:30 | GA Imperial Ballroom B | Grades PK-5 | Regular | Professional Development Models to Promote Mathematics Education Leaders | |
| Sustaining Instructional Change Through Teacher Leaders Using Inquiry and Integration | |||||
| Come learn about and discuss an inquiry-based, integrated mathematics and science experience that supported teacher learning, planning, experiencing, and then leading other teachers at local and state levels. We will explore the various key components of this effective model that could be used in your own setting. | |||||
Speaker(s): | Megan Burton, University of South Carolina, Columbia, South Carolina | ||||
| 10:30-11:30 | LA Grand Ballroom C | Grades PK-12 | Regular | Professional Development Models to Promote Mathematics Education Leaders | |
| Key Ingredients to Developing Mathematical Understanding: Anticipating, Monitoring, Selecting, Sequencing, and Connecting Student Thinking | |||||
| 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. By anticipating, monitoring, selecting, sequencing, and connecting student work, teachers can develop and deepen students' understanding of key mathematical ideas. | |||||
Speaker(s): | Michael Fierle, Math and Science Collaborative, Pittsburgh, Pennsylvania Corinne Murawski, Math and Science Collaborative, Pittsburgh, Pennsylvania | ||||
| 10:30-11:30 | GA Grand Ballroom A | Grades 6-12 | Regular | Professional Development Models to Promote Mathematics Education Leaders | |
| Development of Mathematics Teacher Leaders: Lessons Learned from Teachers Assisting Students to Excel in Learning Mathematics (TASEL-M) | |||||
| Site teacher leaders are empowered to lead colleagues in the work to improve school mathematics programs through Professional Learning Communities. Lessons learned through the Teachers Assisting Students to Excel in Learning Mathematics (TASEL-M) NSF-funded 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, California Margaret Kidd, California State University, Fullerton, California Connie VanLuit, Garden Grove Unified School District, Huntington, California Chrstie Montes, Garden Grove Unified School District, Huntington, California | ||||
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