Mathematics Learning Walks:

1
Mathematics Learning Walks

• Focused Observations, Collaborative
  Conversations, and Effective Feedback Leading to
  School Improvement

Beth Schefelker Lee Ann Pruske Math Teaching
Specialist Teacher In Residence Milwaukee Public
Schools UW-Milwaukee schefeba_at_mail.milwaukee.k12
.wi.us lapruske_at_uwm.edu
New Wisconsin Promise Conference January 9-10,
2006 Monona Terrace Madison, Wisconsin
2
Current Status to Support High Quality Teaching

• What are you currently doing in your school
  district to support high quality teaching?
• What are some of the challenges youve
  encountered?

3
Session Goals

• To share one model of a mathematics focused
  Learning Walk
• To demonstrate the collaboration developed
  between colleagues when observing and working in
  classrooms.

4
F.J. Gaenslen School

• Milwaukee Public Schools
• 640 students K3-8th
• 35 Special Needs students
• 24 Regular Education Teachers
• 16 Special Education Teachers

5
Gaenslens Learning Team

• Administrator
• Math Teacher Leader
• Literacy Coach
• Representatives from the staff

6
Purpose of a Learning Team

• Nucleus of school planning for improving
  instruction and student achievement
• Drive school implementation of the district
  Comprehensive Mathematics Framework
• Build a school math learning community

7
Premise of Math Learning Walks

• MPS district-wide initiative used to get a
  snapshot of instruction and student learning
  within classrooms.
• Ensure mathematics instruction aligns with
  Milwaukee Public School Learning Targets and
  Wisconsin State Framework Descriptors.

8
Why Mathematics Focused Learning Walks?

• To ensure the consistent implementation of a
  standards-based curriculum across all grade
  levels.
• To promote the use of the MMP Comprehensive
  Mathematics Framework to focus planning and
  delivery of daily lessons.
• To support teachers understanding of
  instructional practices that monitor and build
  student understanding in mathematics.

9
MMP Comprehensive Mathematics Framework
10
The Development of the Gaenslen Learning Walk

• 2004 - 2005
• All Learning Team members were trained on the
  CMF.
• All members agreed on the Snapshot Feedback
  form.
• Data from the observations and feedback form were
  shared with the staff.

• 2005 - 2006
• Learning Team reduced to a five person team.
• Staff members outside of the Learning Team were
  encouraged to participate in the walks.
• Format for the observations remained the same.

11
Featured Learning Walk Teams

• Learning Team
• Rebecca Kasulke,
• Assistant Principal
• Lee Ann Pruske,
• Math Teacher Leader
• Brenda Kertscher,
• Special Education
• Mike Weaver, 6th
• Rebecca Schwall, 1st

• Guest Teachers
• Shivon Ferrell, 7th
• Justine Buchanan,
• Special Education
• Emily Cording, 2nd
• Courtney League, 1st
• Kim OBrien, 8th

12
Protocol for Gaenslen Schools Math Learning Walks

• Pre-walk conversation detailing general content
  students will be working on.
• Learning walk classroom visit
• Scheduled with the teacher.
• Classrooms are observed in teams of two.
• Interaction with students is encouraged.
• Post-walk debriefing to compare observations and
  complete the Snapshot Feedback form.

13
Now Its Your Turn!

• Watch the following classroom clip as if you were
  on the Learning Walk.
• Jot down your thoughts as an observer.
• What do you notice?
• What questions would you ask the students?
  Teacher?
• How would you consider sharing this experience
  with other teachers?

14
Lessons Learned

• Spring 2006
• The Learning Team valued pre/post Learning Walk
  discussions.
• Teachers valued the cross-grade level discussion
  and collaboration around mathematics content.

15
Outcomes of Learning Walks

• Collegial
• More collaboration within and across grade level
  bands.
• Increased interest in learning and discussing
  mathematical content.
• Development of a supportive professional learning
  community.

• Instructional
• Instruction is built from MPS Learning Targets.
• Elements of the CMF guide daily lessons.
• Consistency in the implementation of the
  standards-based curriculums across the K-8 grade
  bands.