Summer Workshop Plans

Middle School Mathematics Standards Summer Workshop Agenda

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.

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

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

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

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

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

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

• 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

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

	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