Creative Use of Pencils

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Creative Use of Pencils
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Kentucky Center for Mathematics

• Linda Jensen Sheffield, Executive Director
• Kirsty Fleming, Project Director
• Gary Palmer, Director of Coaching Programs
• Alice Gabbard, Director of Intervention Programs
• Jonathan Thomas, Assistant Director of
  Intervention Programs
• Bill Nostheide, Technology Director

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House Bill 93signed March 2005
The Kentucky Center for Mathematics will make
available professional development for teachers
in reliable, research-based diagnostic assessment
and intervention strategies, coaching and
mentoring models, and other programs in
mathematics.
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Committee for Mathematics Achievement
Goals and Objectives

• ?Create a shared vision of high-quality
  mathematics instruction.
• ?Enhance Pre-K through 16 teachers mathematics
  knowledge and ability to differentiate
  instruction.
• ?Enhance the awareness and knowledge of Pre-K-12
  teachers, adult educators, and postsecondary
  faculty regarding effective mathematics resources
  and provide them the support necessary to use the
  resources effectively.

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Collaborations

• Kentucky Department of Education
• Council on Postsecondary Education
• Educational Professional Standards Board
• STEM Task Force
• Public and Private Postsecondary Institutions
• Appalachian Mathematics and Science Partnership
  (AMSP)
• Appalachian Rural Systemic Initiative (ARSI)
• Adult Education/GED
• Collaborative Center for Literacy Development
  (CCLD)
• Edvantia
• Council of Chief State School Officers
• Gear-Up Kentucky
• Regional Educational Co-operatives
• Regional Special Education Co-operatives
• Math/Science Leadership Support Network

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www.kymath.org
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The Futures Channel

• Go to the website
• www.thefutureschannel.com
• Scroll to the bottom of the opening page and
  click site map
• Scroll down and find/click Kentucky Schools
• Kentucky page should come up Enter your name
  and school

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Two Main Programs

• Diagnostics and Intervention
• Mathematics Coaching

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Regional Support
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New Math
Equations for Living
Santa Tooth Fairy 275 pounds Maybe Yes/No
No/Yes Parallel Parking Bumper Cars
Amusement Park Crazy Talking to Oneself
(Cell Phone Ear Piece) Nagging Reminding
Reminding Reminding New Math, Equations for
Living by Craig Damrauer
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KCM Diagnostic Intervention Program

• A state-wide commitment to assessing a childs
  current status and adjusting mathematics
  instruction accordingly.

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Mathematics InterventionTeachers (MITs)
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Diagnosis and Intervention

• Approximately 1,900 primary students are being
  served by 46 Mathematics Intervention Teachers
  (MITs) during the 2006/2007 school year.
• Alice Gabbard (KCM Director of Diagnostic
  Intervention Programs) and the Regional
  Coordinators are providing on-line and in-person
  support to the MITs.

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Diagnosis and Intervention

• Forty one new MITs were selected in January 2007.
  The KCM will make available, in 2007-2008,
  advanced training for existing MITs and
  introductory training for new MITs.
• Show Video

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Middle Grades Pilot Programs

• The Middle Grades Mathematics Pilot Program is
  designed to measure the effectiveness of distinct
  mathematics programs to improve teacher knowledge
  of content and pedagogy while increasing student
  achievement.

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Middle Grades Pilot Programs

• Three programs are currently being studied
• Americas Choice
• Carnegie Cognitive Tutor
• I Can Learn
• Jonathan Thomas (KCM Assistant Director of
  Diagnostic Intervention Programs) is coordinating
  the research on these programs.

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Research and Data Collection

• Primary and Middle Grades Intervention Programs

Subjects Data Collected
Teachers Content knowledge Pedagogical content knowledge Attitudes and beliefs Focus groups, surveys and anecdotal data
Administrators Surveys and anecdotal data
Students Content knowledge Attitudes and beliefs
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More Pencils
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Watermelon Cubes

• A Picture
• Can
• Generate
• 1,000
• Problems

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KCM Coaching Program

• A State-wide Commitment to Improving Mathematics
  Professional Development

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Tony Wagners Theory of Change

• Teachers, working alone, with little or no
  feedback on their instruction, will not be able
  to improve significantly, no matter how much
  professional development they receive.

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Essential Features of Teacher Professional
Development

• It must be grounded in inquiry, reflection, and
  experimentation.
• It must be collaborative.
• It must be sustained and ongoing.
• It must be connected to teachers work.
• 5. It must engage teachers in concrete tasks.
• Darling-Hammond McLaughlin, 1995

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Essential Features of Teacher Professional
Development

• Instructional Coaching addresses
• all of these critical professional
• development features.

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What is a Coach?

• Mathematics Coach - (defn) a school-based
  professional developer who collaborates with
  educators to identify and assist with the
  implementation of proven teaching methods.

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What is Coaching?

• Coaching is not telling people what to do its
  giving them a chance to discuss and examine what
  they are doing in the light of their intentions.
• Flaherty, 1999

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What is Coaching?
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What is Coaching?

• Installation Guaranteed

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The Impact of Coaching(Joyce and Showers, 1998)
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2006-2007 KY Coaching Cohort

• 67 Mathematics Coaches
• 17 High School, 13 Middle School, 37 Elementary
  School
• 58 Female, 9 Male
• 28 Districts
• Working with approximately 800 teachers

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Mathematics Coaches
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Coach Locations
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Benefits of Coaching

• Coaching gives schools the ability to share,
  every day, the skills of a highly qualified peer.
• The coach serves as a catalyst for building
  collaborative and reflective teachers.
• Training becomes personalized.

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Benefits of Coaching continued

• Coaching builds on a decade of research that
  suggests school-based, job-embedded training is
  the best way to sharpen teacher skills. (Making
  Our Own Road, Richard, 2003)
• Flexibility allows coaching strategies to be
  aligned with a schools instructional goals and
  Kentuckys core content.

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The Big Four

• A Coachs Focus
• Classroom Management
• Content Knowledge
• Instructional Strategies
• Assessment Strategies
• Jim Knight, Instructional Coaching, 2007

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High Cognitive Demand

• Opportunities for student learning are not
  created simply by putting students into groups,
  by placing manipulatives in front of them, or by
  handing them a calculator. NCTM Professional
  Standards for Teaching Mathematics, 1991

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Factors Associated with Decline of High
Cognitive Demands

• 1. Students press the teacher 2. Teacher shifts
  the emphasis to correctness3. Not enough time
  to wrestle with the problem4. Classroom
  management5. Task not relevant to students6.
  Students are not held accountable

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A Coachs Charge

• Foster Teamwork

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Teacher Attitudes

• Teachers are more educated than ever before.
• The ratio of teachers that resign within the
  first five years
• 1 out of 2
• (National Education Assoc.)

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Teacher Efficacy and Coaching

• Cognitive Coaching positively impacts teachers
  beliefs and attitudes.
• Those who went through training were not only
  more satisfied with their careers, they had more
  enthusiasm and joy for teaching.
• (Edwards and Newton, 1993)

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Teachers high in efficacy tend to

• experiment more with teaching methods (i.e.
  differentiation, questioning strategies, etc.)
• plan more
• persist longer with students that struggle
• spend more time talking with colleagues about
  teaching

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Cohort Comments

• Coaches
• We are working more as a community. We are
  developing common assessments and teachers are
  following a curriculum map.
• Im facilitating a math focus group at the high
  school. It encourages teachers to meet regularly
  and share ideas for worthwhile tasks and
  assessment strategies.

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Program Specifics

• Training
• Support
• Funding
• Application

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Support for the Coaches

• Summer Training
• Math Solutions 5 days
• Math content, pedagogy, instructional strategies
• Cognitive Coaching 2 days
• Coaching skills
• Administrator Joins Coach 1 day
• Planning, Implementation, Maintenance
• Follow-up Training
• Three 2-day training sessions are planned during
  the school year where teachers will further learn
  and refine their coaching skills

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Support for the Coaches

• Regional Coordinators
• Part time field support for the coaches each is
  located at a state university
• Affinity Groups
• Weekly conferences via the internet where coaches
  can network
• The Kentucky Center for Mathematics
• Established in March 2006 at Northern Kentucky
  University to support mathematics initiatives in
  Kentucky

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Funding

• The KCM pays for
• Training
• Math Solutions Cognitive Coaching
• Travel, Meals, Lodging
• Stipend and Substitute pay
• Coaching Materials Online Conferencing
  equipment
• The School pays for
• The coachs salary

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Funding a Coach

• Possible Options
• Use Title I II funds
• Creative Scheduling with Current Staff
• Hire a retired teacher part time
• Two schools share a coach
• More than two schools is detrimental
• District level coach
• Must not have evaluative responsibilities

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2007-2008 Cohort

• Applications are Due April 13, 2007
• Visit the coaching page on the KCM Website for
  more details
• www.kymath.org
• Contact Gary Palmer with questions
• palmerg_at_nku.edu