Effective Professional Development for Mathematics Leaders: Lessons Learned from Teachers Assisting

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Effective Professional Developmentfor
Mathematics LeadersLessons Learned from
Teachers Assisting Students to Excel in Learning
Mathematics (TASEL-M)
March 20, 2007 Presented by Dr. David Pagni and
Dr. Dianne DeMille http//taselm.fullerton.edu
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Professional Learning Community (PLC)

• On a scale of 4 to 1
• Where are you in your knowledge about
  Professional Learning Communities?
• 4 I have implemented PLCs and striving to help
  them work to their
• capacity
• 3 I know what they are and am trying to
  implement PLCs in my
• work
• 2 Ive heard of them - But havent been
  involved in developing them.
• 1 No knowledge - What are they?

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Dialogue About PLCs

• What do you know about PLCs?
• What have you learned from your own experience
  that you can share with others in your group?

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AGENDA

• What is TASEL-M?
• Goals and Objectives of TASEL-M
• Closing the Gap
• CAHSEE
• Enrollment in Upper Level Mathematics
• Activities that Support Change
• Collaboration
• Increase Teacher Pedagogical Content Knowledge
  (PCK)
• Lessons Learned

Prepared by Orange County Department of Education
- Dr. Dianne DeMille
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Teachers Assisting Students to Excel in Learning
Mathematics (TASEL-M)
National Science Foundation (NSF) Math Science
Partnership (MSP)

• January 1, 2003 through June 30, 2008
• 6.5 million over 5 years

Prepared by Orange County Department of Education
- Dr. Dianne DeMille
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Partnership to Promote Student Learning

• Work within 4 Orange County Districts
• 2 Unified School Districts
• 1 Elementary School District
• 1 Union High School District
• Full Mathematics Departments
• 4 Specific High Schools
• Their 7 Feeder Middle Schools
• 3 Continuation High Schools
• Mathematics Coaches
• 4 Full Time Coaches
• Mathematics Faculty from CSUF
• 5 Mathematics Professors
• Coordinators from OCDE
• 1 Mathematics Coordinator
• 1 EL Coordinator

Prepared by Orange County Department of Education
- Dr. Dianne DeMille
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TASEL-MPartners
Orange County Department of Education (OCDE)

• Buena Park Cluster
• Buena Park High School
• Buena Park Junior High School
• LaVista High School

• Los Amigos Cluster
• Los Amigos High School
• Fitz Intermediate School
• Irvine Intermediate School
• Hare High School

• Orange Cluster
• Orange High School
• Portola Middle School
• Yorba Middle School
• Richland High School

• Santiago Cluster
• Santiago High School
• Walton Intermediate School
• Doig Intermediate School
• Hare High School

California State University, Fullerton Mathematics
Department (CSUF)
Prepared by Orange County Department of Education
- Dr. Dianne DeMille
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Who is the Target Audience?

• 130 mathematics teachers
• 9,787 high school students
• 6,536 middle school/junior high school students
• 67 Hispanic Students
• 14 Asian
• 10 White (not Hispanic)
• 51 English Learners
• 65 Free and Reduced Lunch

Prepared by Orange County Department of Education
- Dr. Dianne DeMille
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TASEL-M Goals/Objectives

• Goals
• To improve mathematics achievement through deep
  analysis of school data
• To increase the mathematics achievement for all
  students on
• California Standards Test (CST)
• California High School Exit Exam (CAHSEE)
• Entry Level Mathematics (ELM) for CSU

• Objectives
• Mathematics scores will close the gap to the
  state
• average
• 10th Grade (CAHSEE) for Hispanic and EL
  students passing
• Increase enrollment for TASEL-M students taking
  
• advanced mathematics classes (Algebra II and
  above)

Prepared by Orange County Department of Education
- Dr. Dianne DeMille
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(No Transcript)
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What Did You Notice About the TASEL-M Project
From This Video?
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10th Grade CAHSEEAll StudentsResults Over 4
Years for Students in TASEL-M Classrooms Since
7th Grade

• Pass Rates for All Students
• Closing the Gap to the districts with TASEL-M
  high schools and Orange County students
• Surpassing the pass rates for California high
  schools

Prepared by Orange County Department of Education
- Dr. Dianne DeMille
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CAHSEE - Grade 10 All Students Students in
TASEL-M Classrooms Since 7th Grade
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10th Grade CAHSEEHispanic StudentsResults Over
4 Years for Students in TASEL-M Classrooms Since
7th Grade

• Pass Rates for Hispanic Students
• Closing the Gap to the districts with TASEL-M
  high schools
• Surpassing the pass rates for California and
  Orange County high schools

Prepared by Orange County Department of Education
- Dr. Dianne DeMille
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CAHSEE - Grade 10 Hispanic Students Students in
TASEL-M Classrooms Since 7th Grade
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CAHSEE - Grade 10 Hispanic Students in TASEL-M
Classrooms Since 7th Grade
TASEL-M high schools (TM) are closing the gap for
all 10th grade Hispanic Students passing the
California High School Exit Exam (CAHSEE) to the
districts that include TASEL-M schools as well as
additional high schools. They have also surpassed
the passing rate for all Orange County and
California high schools.
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10th Grade CAHSEEEnglish LearnersResults Over 4
Years for Students in TASEL-M Classrooms Since
7th Grade

• Pass Rates for English Learners
• Closing the Gap to the districts with TASEL-M
  high schools
• Surpassing the pass rates for California and
  Orange County high schools

Prepared by Orange County Department of Education
- Dr. Dianne DeMille
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CAHSEE - Grade 10 EL Students in TASEL-M
Classrooms Since 7th Grade
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CAHSEE - Grade 10 EL Students in TASEL-M
Classrooms Since 7th Grade
TASEL-M high schools (TM) are closing the gap for
all 10th grade English Learners Students passing
the California High School Exit Exam (CAHSEE) to
the districts that include TASEL-M schools as
well as additional high schools. They have also
surpassed the passing rate for all Orange County
and California high schools.
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TASEL-M Goal/Objective

• Goal
• To increase numbers of students enrolled in upper
  level mathematics classes.
• Objective
• The number of students taking advanced
  mathematics classes (Algebra II and above) will
  increase by 39.5.

Prepared by Orange County Department of Education
- Dr. Dianne DeMille
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Upper Level Courses Hispanic Students
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TASEL-M Goals/Objectives

• Goals
• To engage teachers to work collaboratively to
• identify essential concepts and prerequisite
  understanding
• identify skills in the STANDARDS
• To encourage
• cultural change in mathematics teaching
  environment
• teachers to focus on student learning
• To establish an ongoing mathematics education
  partnership

• Objectives
• Teachers will collaborate on a regular basis
  to review data for
• program and instruction decisions.
• Teachers instruction will reflect increased
  pedagogical
• content knowledge.

Prepared by Orange County Department of Education
- Dr. Dianne DeMille
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What Do You See?
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Collaboration

• Building Professional Learning Communities with a
  Commitment to a Common Vision from All Members of
  the Department
• Annual Collaboration
• Ongoing Collaboration
• Monitor Student Progress
• Develop Lesson Design that Encourages Student
  Engagement
• Full administrative support (both site and
  district)

Prepared by Orange County Department of Education
- Dr. Dianne DeMille
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Portola Middle SchoolCollaboration is the Key to
Our Growth

• From 3 proficient CST Mathematics
• to 33
• Common Agreements and Assessments
• Mathematics Department Members are
• Leaders of the School

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Lesson Design that Encourages Student Engagement

• Strategies
• Identifying and putting a face to the learner
• Pedagogy
• Pedagogical Content Knowledge
• Practice/Instruction
• Cohesive planning that addresses specific needs
  of individual students

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Annually Teachers Collaborate

• Analyze CST, CAHSEE, and CELDT data
• Create a school action plan and a personal action
  plan
• Develop a calendar of meetings and events
• Create and analyze Benchmark assessments
• Use Motivation survey results for richer lesson
  design

Prepared by Orange County Department of Education
- Dr. Dianne DeMille
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Monitor Student Progress

• Teachers meet regularly in course-alike teams
• Analyze assessment data (benchmark and unit) to
  inform their lesson design
• CELDT data is used to follow individual students
• Common agreements among all department members
• Teachers follow two students from the BASIC group
  on the CST (at least one EL student) to inform
  their discussion and focus lesson design.

Prepared by Orange County Department of Education
- Dr. Dianne DeMille
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Reflect on The Video and What We Shared on
Collaboration.

• What Could You Do at Your Site to Provide
  Collaboration Time For Teachers?

Prepared by Orange County Department of Education
- Dr. Dianne DeMille
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TASEL-M Goal/Objective

• Goal
• To improve teachers mathematics knowledge and
  skills to deepen student understanding and
  retention of mathematics

• Objective
• Teachers instruction will reflect increased
• pedagogical content knowledge.

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Pedagogical Content Knowledge
Which graph best represents the solution to this
system of inequalities?
2x ? y 1 2x 5y ? 10
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Build Leadership Capacity

• Build leadership capacity for all grade level and
  course-alike teams
• Involve leaders from each site in planning and
  implementating all meetings
• Support each PLC as a self-sustaining group
• Increase leadership and facilitation skills to
  sustain the work as a high-functioning PLC
• Orange County Mathematics Leadership Initiative
  (MLI)
• Coaches and Principals provide and support
  leadership situations to individual teachers

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Lessons Learned

• All Stakeholders must be included from the
  beginning
• A commitment to a collaborative focus
• Involvement of all Principals is a key element
  for success
• Articulation for cohesive planning
• Include Special Ed and EL teachers in all
  activities

Prepared by Orange County Department of Education
- Dr. Dianne DeMille
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Dr. David Pagni dpagni_at_fullerton.edu
Dr. Dianne DeMille ddemille_at_ocde.us
http//taselm.fullerton.edu