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Middle School Mathematics Standards Summer Workshop Agenda

submitter: Middle School Math Standards Project: (MS)2
published: 09/28/1999
posted to site: 10/01/1999
Middle School Mathematics Standards Project

How long do your workshops last?

The week of August 23-27, M-F, 8:30-3:30 with an hour lunch - 30 hours of professional development. The summer experience continues during the school year through monthly leader seminars (held once a month) on Saturdays.

How many teachers do you involve in your workshops?

Teacher leaders representing 30 schools - at least one per school, a total of 45 teachers attended the Summer Institute. The workshops are held at a local university and teachers receive graduate credit or teacher stipend for attendance. Credit and stipend is paid by the local community school districts.

What are your major goals for your workshops in terms of content and pedagogy?

  • prepare teachers to lead and facilitate school-based math study groups for the subsequent school year;
  • strengthen teachers' math content knowledge;
  • increase teachers' familiarity with exemplary math curricula; and
  • build awareness of current expectations for effective math teaching and learning with a particular focus on mathematics assessment, and equity.

Are your offering professional development on specific curricula that you are hoping will be used in the classroom? If so, which curricula are you using?

Schools in our project have either adopted or are piloting Mathematics in Context or Connected Math Project. Both curricula projects provided staff developers to conduct workshops for our teachers during the summer. Selected math activities from both curriculum projects were used throughout the Institute.

Middle School
Mathematics Standards

Teacher Leader Strand

Summer Institute, 1999

Monday, August 23, 1999

8:30-9:30 Welcome & Opening Discussion
9:30-10:45 Content Activity & Discussion
10:45-11:00 Break
11:00-12:15 Standards Review & Discussion
  • NCTM, Curriculum & Evaluation Standards for School Mathematics
  • NCTM Principles & Standards for School Mathematics: Discussion Draft (Standards 2000)
12:15-1:15 Lunch Break
1:15-2:15 Standards Review & Discussion
  • NYC Edition of New Standards, Performance Standards for Mathematics
2:15-2:30 Break
2:30-3:15 Leadership Discussion
  • Expectations of participants & leaders
3:15-4:00 Processing

Tuesday, August 24, 1999

8:30-9:00 Opening Discussion
9:00-10:30 Content Activity & Discussion
  • Dr. Judit Kerekes
10:30-10:45 Break
10:45-11:30 Discussion of Reading
11:30-12:30 Lunch Break
12:30-2:30 Curriculum Presentation
  • Mathematics in Contect, presented by Madelain Gallin & Fred Nagler
2:30-2:45 Break
2:45-3:30 Leadership Discussion
  • Elements of a successful study group
3:30-4:00 Processing

Wednesday, August 25, 1999

8:30-9:00 Opening Discussion
9:00-10:00 Curriculum Presentation
  • Mathematics in Context - continued - presented by Madelain Gallin & Fred Nagler
10:00-10:15 Break
10:15-11:15 Curriculum Presentation
  • Mathematics in Context - continued - presented by Madelain Gallin & Fred Nagler
11:15-12:00 Discussion of Reading
12:00-1:00 Lunch Break
1:00-2:30 Standards Review & Discussion
  • NYC Edition of New Standards, Performance Standards for Mathematics
2:30-2:45 Break
2:45-3:30 Leadership Discussion
  • Identification of study group participant needs
3:30-4:00 Processing

Thursday, August 26, 1999

8:30-9:00 Opening Discussion
9:00-10:00 Curriculum Presentation
  • Connected Mathematics Program, presented by Dr. Barbara Lawrence-Meggett
10:00-10:15 Break
10:15-11:15 Curriculum Presentation
  • Connected Mathematics Program - continued - presented by Dr. Barbara Lawrence-Meggett
11:15-12:15 Standards Presentation & Discussion
  • Equity in the mathematics classroom, presented by Blanche Jimenez
12:15-1:15 Lunch Break
1:15-2:15 Standards Activity & Discussion
  • Assessment, presented by Sheldon Fine
2:15-2:30 Break
2:30-3:30 Leadership Discussion
  • Setting agendas & keeping the group on track over time
3:30-4:00 Processing

Friday, August 27, 1999

8:30-9:30 Opening Discussion
9:30-10:30 Content Activity & Discussion
10:30-10:45 Break
10:45-11:15 Content Activity & Discussion
  • continued
11:15-11:45 Discussion of Reading
11:45-12:45 Lunch Break
12:45-2:15 Standards Activity & Discussion
  • Assessment, presented by Sheldon Fine
2:15-2:30 Break
2:30-3:15 Leadership Discussion
  • Record keeping; evaluation & reporting mechanisms
3:15-4:00 Processing

Study Group Goals

Primary Goal - Improve student achievement

  • Enhance students' mathematical understanding and ability to think mathematically
  • incarease understanding of student developmental issues

Secondary Goal - Improve teacher effectiveness

  • Teacher Practice Goals
    • Develop better instructional strategies
    • Increase teachers' comfort with teaching materials

  • Professionalism Goals
    • Keep up-to-date
    • Provide support system
    • Accountability (follow-through)
    • Develop teacher collegiality
    • Establish constructive talk during study group meetings
    • Teacher input and control of professional growth

  • Content Knowledge Goals
    • Develop/increase awareness of standards

What Makes a Study Group Good/Successful?

  • Improved Student Performance
    • Related to Classroom Learning
    • Examines Math Learning Standards
    • Review Student Work Against Standards
    • Contributes to Instructional Improvement

  • Progress Towards Goals
    • Ongoing
    • A Process
    • Maintain Focus
    • Establish Ground Rules
    • Place for Planning
    • Forum to Exchange Strategies/Failures
    • Supported by School Community & Administration

  • Increased Teacher Accountability
    • Occurs Regularly
    • Articulation Between Grades
    • Increases Teacher Comfort Level
    • Venue for Professional Development

  • Increased Teacher Collegiality
    • Collaborative
    • Open Discussion
    • Supportive Environment
    • Meets Needs of Teachers
    • Shares Ideas and Resources

Study Groups Are Not...

  • Workshops
  • Threatening
  • Venting Sessions
  • Administrators' Agenda
  • Evaluated by Supervisors
  • Dictated by Study Group Leaders
  • Departmental Meetings with an Administrative Focus

Classroom Equity Rubric

  Oops Better Great Wow
Teacher Behavior
  • practices chalk & talk
  • negatively labels
  • uses questions & answers
  • little discussion
  • sees differences
  • uses pairing/sharing
  • accepts diversity
  • uses cooperative grouping
  • values diversity as resource
  • allows ample time for students to answer questions
  • Student Behavior
  • name calling, mimicking
  • laughing at other students
  • pranks
  • timid, withdrawn & isolated students
  • children ignored
  • few pranks
  • little laughter at other students
  • inclusion
  • welcoming
  • tutoring the student
  • helpful in including other students
  • mentoring other students
  • encourage child to share culture
  • respect
  • socializing
  • supportive of students
  • helpful/encouraging/inviting
  • giving extra help outside classroom
  • celebrating differences
  • exchanging personal items
  • Physical Setting
  • desks bolted to the floor
  • desks in rows
  • time-out corner
  • dirty and unorganized
  • isolated teacher desk
  • movable desks
  • flexible arrangement
  • limited amount of supplies
  • teacher not always at desk
  • group tables
  • most of the materials needed to support the curriculum
  • teacher circulating in classroom
  • collapsible desks
  • teacher area part of the student area
  • everything is accessible to all
  • well-organized
  • well-equipped and unlimited resources
  • Assessment
  • ignores students' cultural, social & economic backgrounds
  • Total neglect of multiple intelligences and personal experiences
  • Addresses only certain aspects of cultural background
  • Measuring only one or two intelligences
  • Considers few experiences of students
  • Addressing cultural & social backgrounds only
  • Measuring 4 or 5 multiple intelligences
  • Some personal experience considered
  • Cross cultural assessment
  • Measuring multiple intelligences
  • Enriched with a wide range of experiences
  • Outside Support
  • No family support
  • No SBST
  • Resistant administration
  • No extracurricular activities to highlight students' strengths
  • Family are hesitant to share experiences
  • SBST only tests children, doesn't offer educational resources
  • Administration cautious about implementing non-traditional activities
  • Few extracurricular activities that highlight students' strengths
  • Immediate family & caregivers are supportive
  • SBST meets with individual students
  • Administration willing to implement equity activities
  • Many extracurricular activities that interest all students
  • Support from immediate & extended family
  • SBST works within class with small groups
  • Resource room offers whole-class enrichment
  • Extracurriculars developed by students
  • Community center activities
  • Administration values diversity & is proactive in change