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Centennial District Math Vision

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by

Karen Prigodich

on 27 August 2016

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Transcript of Centennial District Math Vision

Coherent
Instructional System
Vision of
Ambitious Teaching
Teachers support students to solve
cognitively demanding tasks
Press students to provide
evidence for their reasoning
and
make connections
between their own and their peers’ solutions
Orchestrate
whole-class discussions in
which they build on students’ contributions to achieve their
mathematical agendas
for students’ learning
Learning opportunities are
distributed equitably
District-Level
Instructional Leadership
Building-Level
Instructional Leadership
Coaches
Teachers
District Math
Vision Statement
Every student is a capable problem solver who uses mathematics to communicate and make sense of the world.


Curriculum
Instruction
Assessment
Support
Professional
Learning Communities
Coaching
Living
curriculum maps
with vocabulary and learning targets are used by teachers to guide instruction.
Prioritized standards
guide teacher decisions about instructional time and intervention.
Adopted
curricular materials
that are aligned to Content and Practice Standards are student-, teacher-, and family-friendly and are thoughtfully implemented in every classroom.
Teachers access an aligned bank of cognitively demanding
math tasks
that promote reasoning and problem solving.
Teachers understand and proficiently apply the eight NCTM
Mathematical Teaching Practices
.
Curriculum is implemented in a way that
maintains rigor
and cognitive demand.
Mathematical
tools and technology
are purposefully and thoughtfully integrated into classroom instruction.
Intervention support
for struggling students is flexible, available, and equitable.
A
coherent assessment system
is used that includes screeners, diagnostic, formative, interim, and summative assessments.
Assessments
align to the Content and Practice standards
and maintain their rigor and cognitive demand.
Assessments
align to
and are supported by
quality instructional materials
.
Common assessments
are used collaboratively by teachers, students and parents to provide
quality feedback
for teaching and learning.
Ongoing mathematics professional development is a
priority
in all buildings.
Quality PD increases educator understanding and application of
Math
content
&
learning progressions
Student mathematical practices
Math Teaching Practices
Classroom
instructional materials
Administrative Feedback
Professional Development
Establish
mathematics goals
to focus learning.
Implement
tasks
that
promote reasoning
and
problem solving
.
Use and connect mathematical
representations
.
Facilitate meaningful mathematical
discourse
.
Pose
purposeful questions
.
Build
procedural fluency
from
conceptual understanding
.
Support
productive struggle
in learning mathematics.
Elicit and use
evidence of student thinking
.
Mathematical Teaching Practices
Teachers use
protected PLC time
to discuss/rehearse/adapt math teaching and learning
practices introduced in PD
Characterized by
high-depth interactions
: discussing different solution strategies to math tasks, analyzing student work
Supported by the presence of
principals
and an
accomplished teacher leader
and/or
coach
.
Instructional coaches supporting math are
present in every building
.
Coaches are
valued
by teachers and principals as collaborative partners.
Coaches
bridge
PD, PLCs, and classroom practice.
Coach
time
with teachers for reflection, collaborative planning, mentoring, and coaching is
valued and protected
.
Administrator feedback to teachers is
tied to practices
emphasized in PD.
Administrators take a
learning perspective
and collaborate with teachers to lay out clear paths toward growth.
Feedback
distinguishes
between strong/weak inquiry-based lessons, high/low cognitive demand tasks.
Teachers have a
growth mindset
and view themselves as capable mathematics teachers and learners.
Professional
ownership
/mutual accountability for teacher and student growth.
Teachers have a
high level of trust
and feel safe seeking support.
Opportunities are provided for
teacher leadership
in math.
Coaches are skilled at
scaffolding
and supporting teachers' instructional practice.
Coaches provide
high quality PD
that is sustained and embedded in
PLC work
and
classroom practice
.
Coaches collaborate with other coaches and
receive PD and scaffolding
from district math specialists and others.
Principals have
strong grasp of math
teaching, content and practice standards and see the
big picture
of implementation.
Principals
provide time and structure
for PD, PLCs, and coaching.
Hold all teachers
accountable
for teaching practices and provide
quality feedback
.
Collaborate across schools to develop
common "look-fors"
and feedback.
Leadership is distributed
among principals coaches, teachers, and district leaders.
District leaders share
common goals, vision, and expectations
of teachers, principals and students.
Take a
learning perspective
and focus on facilitating growth, not enforcing compliance.
Leaders
provide support and resources
for systemic implementation of effective math teaching.
Regular
conversations about equity
in math, opportunities for CI/SPED/ELL/TAG and families/community members to collaborate on supporting every student.
Regularly
visit classrooms
and acknowledge and celebrate the work being done.
Professional Development
,
PLCs
,
Coaching
, and
Administrative Feedback

are all connected
and mutually supportive of
Curriculum
,
Instruction
,
and
Assessment
.
Centennial School District
Vision for Mathematics

Developed May 2014 by Karen Prigodich, Cheryl Williamson, Jim Mangan Sarah Schmidt, Kelsie Briggs, Jenn Young, Mary Shortino-Buck
Sources:
Cobb, P., & Jackson, K. (2011). Towards an empirically grounded theory of action for improving the quality of mathematics teaching at scale.
Mathematics Teacher Education & Development
, 13(2), 6–33.
NCSM (2014).
It's TIME: A Leadership Framework for Common Core Mathematics.
Solution Tree: Bloomington, IN.
NCTM (2014). Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.
Overarching Themes
Social Justice
Systemic Thoughts & Actions
Leadership
Supportive Conditions
Shifts in Beliefs and Mindsets
Vision
Designated Leaders
Full transcript