Distributed Leadership for Mathematics

1
Distributed Leadershipfor Mathematics

• Bringing Together District, School, University
  Leadership to Support Highly Qualified Teachers

www.mmp.uwm.edu
Milwaukee Public Schools Pandora Bedford, Math
Teaching Specialist bedforpd_at_milwaukee.k12.wi.us
Beth Schefelker, Math Teaching Specialist schefeb
a_at_milwaukee.k12.wi.us
University of Wisconsin-Milwaukee DeAnn Huinker,
Professor huinker_at_uwm.edu Sharonda Harris,
Teacher-In-Residence sharris_at_uwm.edu
National Council of Supervisors of Mathematics
(NCSM) Annual Meeting Anaheim, California, April
2005
Based upon work supported by the National Science
Foundation Grant No. EHR-0314898.
2
Session Goals

• Become familiar with the components of a
  Distributed Leadership Model for mathematics in a
  large urban district.
• Examine impacts on and supports for teacher
  quality in mathematics from a case study school.

3
Thinking about your school, who provides
leadership for

• Monitoring students learning on state tests and
  district/school assessments?
• Setting school math priorities?
• Ensuring consistency in math teaching and
  curriculum across grades?
• Supporting teachers math learning?

4
Distributed Leadership Practice

• is stretched over people not just one person.
• recognizes multiple leaders in both formal
  positions and informal roles.
• takes shape in interaction of peopleboth leaders
  and followers.
• is situateddefined by a situation, including
  material artifacts organizational structures.
• is content specific, e.g., differs for
  mathematics as compared to reading.

(Spillane, Halverson, Diamond, 2001, 2004
Spillane Sherer, 2004)
5
Milwaukee Public Schools

• 105,000 students
• 6700 Teachers
• 184 Schools
• 61 African American, 15 Hispanic, 17 White,
  4 Asian, 3 Other
• 77 Free/Reduced Lunch

6
Need forDistributed Leadership

• Lack at the school level for
• Leadership and vision for mathematics.
• Teacher and administrator math content knowledge.
• Knowledge of the NCTM Principles and Standards
  and State Standards.
• Pedagogy for teaching with standards-based
  curriculum materials.

7
(No Transcript)
8
Learning Team
Math Teacher Leader
Literacy Coach
Principal
Other Key Teachers
School-based Learning Teams are the
infrastructure that allow for distributed
leadership for mathematics.
9
School-based Learning Teams

• Nucleus of school planning for improving
  instruction and student achievement.
• Drive school implementation of district
  visionComprehensive Math Framework.
• Ensure embedded math professional development
  support for all teachers.
• Build a school math learning community.

10
What is the work of Learning Teams?

• Learning Teams meet regularly to
• Analyze student achievement data.
• Discuss areas of need in mathematics.
• Plan professional development for teachers and
  staff in the school.

11
Learning Team
Literacy Coach
Math Teacher Leader
Principal
Other Key Teachers
Math Teacher Leaders are key for focusing their
Learning Teams and schools on mathematics.
12
Characteristics of a Math Teacher Leader

• Shows initiative.
• Able to access resources.
• Ability to facilitate adult learning.

• Classroom teacher.
• Respected among colleagues.
• Uses inquiry-based approaches.

13
What is the work of Math Teacher Leaders?

• Keep math on the agenda.
• Link to district and partnership resources.
• Facilitate professional development at grade
  level staff meetings.
• Model classroom instruction.
• Serve as resources to administrators, teachers,
  and parents.
• Network with other Math Teacher Leaders and
  provide interschool support .

14
Math Teacher Leader Training

• Monthly training session strands
• Math content knowledge.
• Coaching and leadership skills.
• District alignmentmath framework, learning
  targets, state standards and tests, common
  classroom assessments.

15
Learning Team
Literacy Coach
Math Teacher Leader
Principal
Other Key Teachers
District Mathematics Leadership
University Mathematics Math Education Faculty
16
District Support

• 1 District Math Curriculum Specialist
• 6 Math Teaching Specialists
• Support cohort of 25 schools.
• District-wide Learning Team trainings.
• Joint trainings to build collaboration of
  Literacy Coach Math Teacher Leader.
• District-wide math workshops for teachers,
  principals, and parents.

17
University Support

• University Professors
• Mathematics Education Faculty
• Mathematics Faculty
• 4 Teachers-in-Residence
• Develop math content training for MTLs.
• University courses offered in district.
• Plan and coordinate a 12-credit math fellowship
  program for MPS teachers.

18
Case Study School
Percent Proficient/AboveGrade 4 Wisconsin
Assessments

• Grades PK8
• 625 students
• 40 Teachers Staff

19
A Look at a School Planto Support Teacher
Quality

• What are examples of the vision this school has
  for implementing mathematics in 2004?
• What kind of growth are you seeing as you analyze
  the Action Plan for 2005?
• What expectations does this Learning Team has for
  its staff? students? parents?

20
High Quality Teachers

• Formative Feedback
• Examine Student Work
• Design Assessments
• Unpack Targets
• Learning Targets

Learning Team Continuum of Work
21
Milwaukee Mathematics Partnership

• Building the capacity of schools for continuous
  improvement toward student success with
  challenging mathematics.

www.mmp.uwm.edu
This material is based upon work supported by the
National Science Foundation Grant No.
EHR-0314898.