Urban Mathematics Education Leadership Academy

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Urban Mathematics Education Leadership Academy

• Session 1
• February 4-6, 2009
• Dallas, TX

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Welcome Urban Math Leaders

• If I have seen farther than others, it is because
  I was standing on the shoulders of giants.
• Isaac Newton
• (Leading Every Day, Book One, Day 8 Quote)

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Seasonal Partners

• Summer
• Fall
• Winter
• Spring

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Purposes of the Academy

• To help leaders of mathematics education succeed
  in their role of planning and carrying out
  wide-scale changes at all levels of the education
  system.
• To assist leaders to gain knowledge, skills, and
  strategies for initiating, implementing, and
  sustaining educational improvements that help all
  students learn.
• To build a strong, supportive, and ongoing
  learning community for leaders of mathematics
  education.

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Guiding Principles

• The vision of the NCTM Standards and Research
• A supportive, ongoing learning community
• Job-embedded learning
• Learning through varied formats and structures
• Using knowledge from research, practice, and
  data-gathering to make informed decisions
• Modeling a professional learning community
• Grounding all learning in the context of
  mathematics education reform issues

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Components of the Academy

• Four Leadership Development Workshops
• Project Learning Goals Plan
• Portfolio Sharing
• Resources
• Ongoing Networking

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You Are Here
Leadership
Academy
Session 1

• ? Session 1 February 4-6, 2009
• Academy Orientation and Effective Leadership
  Practices
• Designing, Implementing, and Evaluating Effective
  Professional Development
• Session 2 May 18-20, 2009
• Facilitating Teacher Learning in Mathematics
• Using Research to Inform Practice
• Developing Facilitation Skills for Collaborative
  Groups
• Session 3 September 23-25, 2009
• Leading Individual and Organizational Change
• Session 4 December 9-11, 2009
• Leadership Skills for Sustaining Effective
  Practice
• Portfolio Sharing

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Project Learning Goals Plan

• Daily Reflections Tailored to the Topic and
• Content Presented
• To reflect on your learning experiences in the
  Leadership Academy
• To guide you to apply learning to your own
  leadership roles
• To facilitate the implementation of your new
  ideas and work

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Resources

• Agenda Books
• Professional Books
• Resource Table
• Academy Colleagues
• Photo Wall
• Facilitation Strategies
• Comment Cards

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Ongoing Networking

• Resources and updates from Staff
• Communicating with other Academy Colleagues to
  support your work in your sites
• Online discussions and sharing of information

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Ground Rules for Collaborative Learning

• She/he who works, learns
• Challenge ideas
• Everyone has expertise
• Share talk time and engage in active listening
• Phrase questions for the benefit of everyone
• Take time for assimilation of and reflection on
  learning
• Take care of your own needs, physically and
  intellectually
• Honor times

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Session 1 Goals Day 1

• Understand the components of the Leadership
  Academy
• Learn effective leadership practices
• Identify strengths and areas for growth in your
  own leadership
• Identify what is needed for effective teacher
  leadership
• Apply learning to your own work
• Network with staff and academy colleagues

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Leading Every Day

• Effective Leadership Practices

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Wanted

• A miracle worker who can do more with less,
  pacify rival groups, endure chronic second
  guessing, tolerate low levels of support, process
  large volumes of paper, and work double shifts.
  He or she will have carte blanche to innovate,
  but cannot spend much money, replace any
  personnel or upset any constituency.
• Michael Fullan

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Reflection on Personal Best

• What was the situation?
• What actions did you take that contributed to
  this being a personal best for you as a leader?

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Pair and Share

• Get together with your summer partner
• Take 2-3 minutes each to share your examples of
  effective leadership

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Leadership Practices

• Return to your tables and generate a list of 3-5
  effective leadership practices suggested by your
  experiences.
• Report out

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Roles of Leaders

• Leaders do not control they enable others to
  act.
• Kouzes Posner

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Images of Leadership Ratatouille

• What did the leader (s) do that demonstrated
  effective leadership?
• How were these similar or different from your own
  leadership experiences?
• What did you see? What did you not see in terms
  of effective leadership?

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Leadership Practices

• Model the Way
• Inspire a Shared Vision
• Challenge the Process
• Enable Others to Act
• Encourage the Heart

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Personal Inventory

• Complete the Inventory
• Use Response Sheet to record and then tally your
  scores (by columns)

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Percentile Rankings

• Label the Response Sheet Columns
• Column 1 Model the Way
• Column 2 Inspire a Shared Vision
• Column 3 Challenge the Process
• Column 4 Enable Others to Act
• Column 5 Encourage the Heart
• Find your strengths/weaknesses based on the
  national percentiles (Note different order of
  practices on sheet.)

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Model the Way

• Leaders set goals that enable followers to
  experience small wins as they work toward larger
  goals.
• They are conscious of possible roadblocks and
  take steps to remove them.

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Inspire a Shared Vision

• This practice is about envisioning the future and
  enlisting others in a common vision.
• Leaders create enthusiasm and commitment among
  followers to embrace the common vision by
  appealing to their personal visions, values,
  interests, hopes, and dreams.

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Challenge the Process

• Effective leaders search for opportunities to
  change the status quo because they believe that
  the status quo breeds mediocrity.
• Effective leaders take risks and see mistakes as
  opportunities for learning and growth.

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Enable Others to Act

• This practice is about fostering collaboration
  and strengthening people.
• Leaders know that they cannot do it alone. They
  build teams and a culture of collaboration.

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Encourage the Heart

• This practice is about recognizing contributions
  and celebrating accomplishments.

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Images of Leadership Sister Act

• What did the leader (s) do that demonstrated
  effective leadership?
• How did these reflect the Five Leadership
  Practices from Kouzes and Posner?
• In what ways is this similar to your role as a
  math leader?

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Explore Actions of Leaders

• Identify a practice that is one of your
  strengths.
• Go to the table for the practice you selected.
• Your groups product is to generate a list of
  actions associated with the practice, based on
• Your own use of specific actions
• Ideas from the Leading Every Day selections
• The Kouzes Posner suggested actions

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Exploring Actions

• Identify a practice that is one you would like to
  enhance.
• Go to the table for the practice you selected.
• With others at the table, consult the list that
  was generated by the prior group.
• Read the Leading Every Day selections and consult
  the Kouzes Posner suggested actions.
• Add any additional actions you would like to use
  to the list.

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Table Discussions

• What are some of the key messages in your
  readings?
• Using handout on page 37, discuss
• As math leaders who are the key audiences you
  need to reach? What are the leadership practices
  you might use for each of your audiences? For
  example, what specific actions would you take to
  model the way or challenge the process with
  principals or teachers in your setting?

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Metaphors of Leadership

• Be a lamp, lifeboat or ladder.
• Rumi 13th Century Poet

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Case Discussion

• Whos the Expert Around Here?
• Can someone summarize what happened in this case?
• What is the central problem in this case?
• Are there other dilemmas? What are they?
• What do you believe are the issues that
  contribute to the central problem?

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Perspective Taking

• What is this characters view of the math
  specialist role?
• Identify 3-4 phrases this character might use to
  describe the math specialist role.
• What concerns does this character have about how
  the role is being carried out?
• Select one quote from this character that
  illustrates his/her perspective on the math
  specialist role.

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What is an Expert?

• What are the different kinds of knowledge a
  teacher leader must possess?
• What expertise do the following situations
  require
• Doing a demonstration lesson
• Organizing a building-wide math Olympics
• Supporting teachers to prepare students for state
  tests
• Leading professional development for colleagues
• Advocating for math education reform among
  teachers, administrators, and parents?

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Applying the Case

• What situations in your own school or district
  call upon teachers leader expertise? What kind of
  expertise?
• How are you supporting the development of this
  expertise in your own settings? What else is
  needed?

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Reflections on Learning

• Day 1 Learning Goals Plan
• Reflect on your learning, set goals, identify
  strategies, and note resources.
• Think about how you might share your learning
  with colleagues.

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Feedback

• Gots and Needs
• Help us reflect on the day and plan for tomorrow
  by writing at least one thing you Got today and
  one thing you still Need. Post on the Chart as
  you leave.