Teaching and Learning Report

Memo
To:              Michael Green
From:         Asha Riley
Date:          February 3, 2016
RE:             Monthly Teaching and Learning Report
 

Mathematics Leadership Workshop

In January we began a series of math workshops designed to develop a professional community of colleagues learning about and planning for an effective mathematics program. After we ran Days 1 and 2 of the 5 day workshop we had increased interest, and a request to provide the training to a second cohort for staff and administrators so they could enter into exciting conversations that have begun among the schools. Those who participated said it was a very valuable experience and highly recommend it for other leaders! 

 In particular, the workshop is designed to have participants do the following.

 1. Examine research ­based mathematics instruction.

  • The nature of mathematical understanding
  • The development of students’ mathematical understanding
  • The nature of instruction that supports effective mathematics learning
  • Discourse­ based mathematics instruction

2. Develop a research ­based lens for assessing the extent to which our teaching practices foster meaningful, appropriate, and mathematically productive student engagement in worthwhile mathematical content.

3. Craft a plan that will create a seamless K­12 mathematics program that so that all students graduate as confident, powerful, and independent mathematicians.

Goals specifically for administrators:

1. Develop a discerning “eye” for those features of mathematics instruction that are central to meaningful student learning with particular emphasis on:

  • The mathematics content of a lesson
  • The student and teacher learning that is happening and the teacher’s related instructional moves The nature of the intellectual community that occurs in the classroom

2. Rethink the possibilities, nature, and purposes of interactions with and among teachers about mathematics, learning, teaching, and assessment.

Goals specifically for teachers:

1. Learn proven practices that promote problem solving, invention, discourse, inquiry, challenge, and achievement by all students.

2. Experience and learn questioning strategies that foster understanding, intellectual autonomy, and mathematical argumentation, justification, and generalization

3. Sharpen our “critical eye” for classroom materials that:

  • Promote understanding and sense making by all students
  • Foster a respectful, mathematically rigorous, and intellectually engaging classroom culture Emphasize worthwhile mathematical tasks
  • Support deepened teacher content knowledge

4. Learn to enhance and implement mathematics lessons and tasks to maximize learning