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Urban Mathematics Education Leadership Academy

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Modeling a professional learning community ... Online discussions and sharing of information. Ground Rules. for Collaborative Learning ... – PowerPoint PPT presentation

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Title: Urban Mathematics Education Leadership Academy


1
Urban Mathematics Education Leadership Academy
  • Session 1
  • February 4-6, 2009
  • Dallas, TX

2
Welcome Urban Math Leaders
  • If I have seen farther than others, it is because
    I was standing on the shoulders of giants.
  • Isaac Newton
  • (Leading Every Day, Book One, Day 8 Quote)

3
Seasonal Partners
  • Summer
  • Fall
  • Winter
  • Spring

4
Purposes of the Academy
  • To help leaders of mathematics education succeed
    in their role of planning and carrying out
    wide-scale changes at all levels of the education
    system.
  • To assist leaders to gain knowledge, skills, and
    strategies for initiating, implementing, and
    sustaining educational improvements that help all
    students learn.
  • To build a strong, supportive, and ongoing
    learning community for leaders of mathematics
    education.

5
Guiding Principles
  • The vision of the NCTM Standards and Research
  • A supportive, ongoing learning community
  • Job-embedded learning
  • Learning through varied formats and structures
  • Using knowledge from research, practice, and
    data-gathering to make informed decisions
  • Modeling a professional learning community
  • Grounding all learning in the context of
    mathematics education reform issues

6
Components of the Academy
  • Four Leadership Development Workshops
  • Project Learning Goals Plan
  • Portfolio Sharing
  • Resources
  • Ongoing Networking

7
You Are Here
Leadership
Academy
Session 1
  • ? Session 1 February 4-6, 2009
  • Academy Orientation and Effective Leadership
    Practices
  • Designing, Implementing, and Evaluating Effective
    Professional Development
  • Session 2 May 18-20, 2009
  • Facilitating Teacher Learning in Mathematics
  • Using Research to Inform Practice
  • Developing Facilitation Skills for Collaborative
    Groups
  • Session 3 September 23-25, 2009
  • Leading Individual and Organizational Change
  • Session 4 December 9-11, 2009
  • Leadership Skills for Sustaining Effective
    Practice
  • Portfolio Sharing

8
Project Learning Goals Plan
  • Daily Reflections Tailored to the Topic and
  • Content Presented
  • To reflect on your learning experiences in the
    Leadership Academy
  • To guide you to apply learning to your own
    leadership roles
  • To facilitate the implementation of your new
    ideas and work

9
Resources
  • Agenda Books
  • Professional Books
  • Resource Table
  • Academy Colleagues
  • Photo Wall
  • Facilitation Strategies
  • Comment Cards

10
Ongoing Networking
  • Resources and updates from Staff
  • Communicating with other Academy Colleagues to
    support your work in your sites
  • Online discussions and sharing of information

11
Ground Rules for Collaborative Learning
  • She/he who works, learns
  • Challenge ideas
  • Everyone has expertise
  • Share talk time and engage in active listening
  • Phrase questions for the benefit of everyone
  • Take time for assimilation of and reflection on
    learning
  • Take care of your own needs, physically and
    intellectually
  • Honor times

12
Session 1 Goals Day 1
  • Understand the components of the Leadership
    Academy
  • Learn effective leadership practices
  • Identify strengths and areas for growth in your
    own leadership
  • Identify what is needed for effective teacher
    leadership
  • Apply learning to your own work
  • Network with staff and academy colleagues

13
Leading Every Day
  • Effective Leadership Practices

14
Wanted
  • A miracle worker who can do more with less,
    pacify rival groups, endure chronic second
    guessing, tolerate low levels of support, process
    large volumes of paper, and work double shifts.
    He or she will have carte blanche to innovate,
    but cannot spend much money, replace any
    personnel or upset any constituency.
  • Michael Fullan

15
Reflection on Personal Best
  • What was the situation?
  • What actions did you take that contributed to
    this being a personal best for you as a leader?

16
Pair and Share
  • Get together with your summer partner
  • Take 2-3 minutes each to share your examples of
    effective leadership

17
Leadership Practices
  • Return to your tables and generate a list of 3-5
    effective leadership practices suggested by your
    experiences.
  • Report out

18
Roles of Leaders
  • Leaders do not control they enable others to
    act.
  • Kouzes Posner

19
Images of Leadership Ratatouille
  • What did the leader (s) do that demonstrated
    effective leadership?
  • How were these similar or different from your own
    leadership experiences?
  • What did you see? What did you not see in terms
    of effective leadership?

20
Leadership Practices
  • Model the Way
  • Inspire a Shared Vision
  • Challenge the Process
  • Enable Others to Act
  • Encourage the Heart

21
Personal Inventory
  • Complete the Inventory
  • Use Response Sheet to record and then tally your
    scores (by columns)

22
Percentile Rankings
  • Label the Response Sheet Columns
  • Column 1 Model the Way
  • Column 2 Inspire a Shared Vision
  • Column 3 Challenge the Process
  • Column 4 Enable Others to Act
  • Column 5 Encourage the Heart
  • Find your strengths/weaknesses based on the
    national percentiles (Note different order of
    practices on sheet.)

23
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24
Model the Way
  • Leaders set goals that enable followers to
    experience small wins as they work toward larger
    goals.
  • They are conscious of possible roadblocks and
    take steps to remove them.

25
Inspire a Shared Vision
  • This practice is about envisioning the future and
    enlisting others in a common vision.
  • Leaders create enthusiasm and commitment among
    followers to embrace the common vision by
    appealing to their personal visions, values,
    interests, hopes, and dreams.

26
Challenge the Process
  • Effective leaders search for opportunities to
    change the status quo because they believe that
    the status quo breeds mediocrity.
  • Effective leaders take risks and see mistakes as
    opportunities for learning and growth.

27
Enable Others to Act
  • This practice is about fostering collaboration
    and strengthening people.
  • Leaders know that they cannot do it alone. They
    build teams and a culture of collaboration.

28
Encourage the Heart
  • This practice is about recognizing contributions
    and celebrating accomplishments.

29
Images of Leadership Sister Act
  • What did the leader (s) do that demonstrated
    effective leadership?
  • How did these reflect the Five Leadership
    Practices from Kouzes and Posner?
  • In what ways is this similar to your role as a
    math leader?

30
Explore Actions of Leaders
  • Identify a practice that is one of your
    strengths.
  • Go to the table for the practice you selected.
  • Your groups product is to generate a list of
    actions associated with the practice, based on
  • Your own use of specific actions
  • Ideas from the Leading Every Day selections
  • The Kouzes Posner suggested actions

31
Exploring Actions
  • Identify a practice that is one you would like to
    enhance.
  • Go to the table for the practice you selected.
  • With others at the table, consult the list that
    was generated by the prior group.
  • Read the Leading Every Day selections and consult
    the Kouzes Posner suggested actions.
  • Add any additional actions you would like to use
    to the list.

32
Table Discussions
  • What are some of the key messages in your
    readings?
  • Using handout on page 37, discuss
  • As math leaders who are the key audiences you
    need to reach? What are the leadership practices
    you might use for each of your audiences? For
    example, what specific actions would you take to
    model the way or challenge the process with
    principals or teachers in your setting?

33
Metaphors of Leadership
  • Be a lamp, lifeboat or ladder.
  • Rumi 13th Century Poet

34
Case Discussion
  • Whos the Expert Around Here?
  • Can someone summarize what happened in this case?
  • What is the central problem in this case?
  • Are there other dilemmas? What are they?
  • What do you believe are the issues that
    contribute to the central problem?

35
Perspective Taking
  • What is this characters view of the math
    specialist role?
  • Identify 3-4 phrases this character might use to
    describe the math specialist role.
  • What concerns does this character have about how
    the role is being carried out?
  • Select one quote from this character that
    illustrates his/her perspective on the math
    specialist role.

36
What is an Expert?
  • What are the different kinds of knowledge a
    teacher leader must possess?
  • What expertise do the following situations
    require
  • Doing a demonstration lesson
  • Organizing a building-wide math Olympics
  • Supporting teachers to prepare students for state
    tests
  • Leading professional development for colleagues
  • Advocating for math education reform among
    teachers, administrators, and parents?

37
Applying the Case
  • What situations in your own school or district
    call upon teachers leader expertise? What kind of
    expertise?
  • How are you supporting the development of this
    expertise in your own settings? What else is
    needed?

38
Reflections on Learning
  • Day 1 Learning Goals Plan
  • Reflect on your learning, set goals, identify
    strategies, and note resources.
  • Think about how you might share your learning
    with colleagues.

39
Feedback
  • Gots and Needs
  • Help us reflect on the day and plan for tomorrow
    by writing at least one thing you Got today and
    one thing you still Need. Post on the Chart as
    you leave.
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