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NCSM - PRIME-ing MTMs for Leadership

Presentation for NCSM session in San Diego, CA with S. Bohan

Mary Swarthout

on 24 September 2010

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Transcript of NCSM - PRIME-ing MTMs for Leadership

Mary B. Swarthout
Susan Bohan
PRIME-ing Mathematics Teacher
Mentors for Leadership
Gaps Addressed
Relevant and Meaningful
Learning Community
Successful Learning
Best Practices and Effective Strategies
Meaningful Professional Development
Coherent and Reflective
Relevant and Meaningful
Intervention and Attainment
Congruent and Aligned
Formative Assessment
Summative Assessment
Texas Regional Collaboratives
for Excellence in
Science and Mathematics Teaching
State network
60 P-16 partnerships
Sustained professional development
Collaboration between:
higher education,
Texas Education Agency,
Education Service Centers,
school districts and
business partners
to provide Texas mathematics teachers with support systems of scientifically researched, sustained, and high intensity professional development and mentoring to assist them in the implementation of the Texas Essential Knowledge and Skills [TEKS]
Professional Development Academies
Mathematics Teacher Mentor Preparation
Honoring the Teacher Events
Annual Meeting
What is the Mathematics Teacher Mentor program?
An avenue to build leadership capacity for Texas by equipping a cadre of teacher mentors with the necessary knowledge and skills to provide local leadership and support for professional teaching and learning in mathematics.
The ESC VI MTM program is a two-year professional development focused on providing 75 hours of training and mentoring each year - for a total of 150 hours. The training structure includes:
2 face-t0-face meetings per year
Fall and Spring
Professional Development
State Modules, Summer Academy, Other Academies
On-line Book Study, Distance Learning Inquiry,
Networking, Conferences
Case Studies, Working with Colleagues, PD Implementation
Who are our MTMs?

Selection Process
Principal Recommendation
Grade Levels
Secondary emphasis
Why Use Videoconferencing?
Facility availability
Saves travel time
Better participation
Quality interaction
Lessons Learned
Different times and days
Outside consultants
Willingness to participate
Record sessions
New type of PD delivery
Discussion Question:

The Equity Leadership Principle states that we must "ensure high expectations and access to meaningful mathematics learning for every student." Based on the reading, what are you doing now to promote equity and/or what new ideas did the reading generate for you? What are the next steps?

Discussion Question

The PRIME Leadership Framework lists three main types of curriculum: intended, implemented, and attained. Define these terms.

Where do the following fit into these three main types? Developed curriculum, learned curriculum, taught curriculum tested curriculum, written curriculum, textbooks, TEKS, TAKS, lesson plans, state standards, district standards

Discussion Question

The Assessment Leadership Principle states that we must "ensure timely, accurate monitoring of student learning and adjustment of teacher instruction for improved student learning. " Describe the factors that make it difficult for you and others to meet this principle. Can these barriers be overcome? If so, how? If not, how can they be dealt with in the best possible way?

Discussion Question

The mathematics education leader understands the connection between adult learning and the continued professional growth of teachers. What actions indicate effective professional development and learning experiences?

Getting Started with PRIME
Initial Meeting
Introducing the Structure
Visit to DL Room

Prezi.com - new presentation software
Alternative Tool to Powerpoint
Use with Interactive White Board

Full transcript