Summer Institute • The Forum - McDaniel College

May 29-30, 2014 • Day 1

8:30-9:00 AM     Continental Breakfast

9:00 AM               Greetings, Introductions, Project Overview – Skip, Jon

What we have done and where are we going?

• June 2009 – MSDE EMIL certification, NCSM at NCTM planning
• June 2010 – Release of the CCSS, early case work, Leadership modules
  
• June 2011 – Focusing on the Mathematical Practices, early work with pencasts, DWW
• June 2012 – Work with Progressions documents, DWW 2
• June 2013 – The Assessments are Coming!
• June 2014 – Development of the Formative Assessment Pathways; flipped PD, focusing back on the role and varied responsibilities of mathematics leaders…
• June 2015 – What will we say at our last “summer” meeting?

Particular Congratulations:

• ems&tl’s Learn Zillion participants (Kelly, Nick, Meg – others?)
• NCTM Number Institute presenters – all of them (Kay, John, Angie, Skip)

9:30 AM      Principles to Action (NCTM, 2014)

• Prerequisite for our work with principals tomorrow - Jon

• What tools could the ems&tl project develop this coming year?

• pp. 36 and 37- framework for types of question-coach/colleague could capture questioning in the classroom - or peer observation-lesson study-about (by Angie)

• p. 36 - checklist for observation in instruction about 5 hours (by Larry)

• pp. 114-117: Consolidate Taking Action - Teachers for teacher use-about (by Jaime)

• Index of the Illustrations-aligned to SMP and CCSS- so at fingertips and head to an illustration- (by Angie)

• p. 36, generating more effective questioning as part of planning. (by Larry)

• p. 32 Fig. 11- Use the tool as a way for a teacher to pinpoint area of growth for a year- coaching conversations- for admin.? Teachers mark (by Angie)

• Beliefs about assessment p. 91 (by Sue)

• Revise our current look for document to connect to the 8 teaching practices so that it's not perceived as one more thing. (by Claudia, Meg, Maria, Susan, Sorsha)

• Charts tell the teachers expectations and how to get there (by Kay)

• p. 91 (by Sue)

• Chart on page 32 to use with teachers to guide them with the students' role in classroom (by Kay)

• The unproductive/productive beliefs can be shared w/parents since they are one of our barriers as teachers. (by Jaime)

• The levels of demand chart will help with discussions about rigor in math (by Heather)

• Walk-thru form with the math teaching practices showing student behaviors and teacher actions (by Carroll county)

• Cover pages - perfect tool (by FCPS1)

• Collaborative planning tool for teams during PLC work (by Carroll county)

• Tool that allows teachers to monitor their type or level of questioning and a planning tool for questioning in lessons or units (by Carroll county)

• Productive and unproductive beliefs on a continuum for teachers to rate themselves (by Carroll county)

• p. 11 and others, sorting unlabeled reworded beliefs. PD activity, reflection, discussion (by Larry)

• We'd like to create a document that bridges the 8 teaching practices to Danielson's framework for teaching. (by Claudia, Meg, Maria, Susan, Sorsha)

• With the beliefs we would like vignettes to use (by Carroll county)

• Pg. 45, use to show level of understandings and use for formative assessment (by Angie)

• Fig. 9 pg. 25- analyze student representations/student work (by Angie)

• Page 32... splitting each of the selected areas into its own tool for the levels of discourse (by FCPS1)

• Fig. 9 pg. 25- Reflect on teaching practice, purposeful instructional design, dissect mathematics teaching- with all learners- equitable - (by Angie)

• p. 114, self reflection tool teachers, grade level reflection planning (by Larry)

• Page 25... Figure 9: Take problems (thin context, rich context)- and use fig. 9 and look through problems through the lens of fig. 9 - (by Angie)

• Continuum tool for each of the productive and unproductive belief sets (by FCPS1)

10:00 AM                Flipped PD – What is this? (Skip, Beth)

10:15 AM                Break

10:30 AM    Flipped PD – What’s this and how can it work? – Beth

• Session #1: Teaching, Learning, and Classroom Environment Focus - Facilitating Meaningful Discourse | Handout
  

11:15 AM     Session #2: Curriculum Focus: Decimals – a CCSS-M Disconnect (Barb, Skip)

• Gaps and considerations
• Challenges
• What materials?  When?
• Limitations
• Tasks
• Discussion
• Comparing and ordering
• Density
• Linking to fractions and percent

12:00     Lunch

1:00 PM          Session #3 Tools & Technology; Teaching & Learning Focus (Jon)                                                                                           

1:40 PM          Break

1:45 PM           Session #4 Teaching and Learning Focus: A Closer Look at models for teaching mathematics: Is There ONE Right Way?!  (Note that a shorter version of this session will be provided for the principals tomorrow).  Some thoughts:

• I do, we do, you do – Is not the answer...
• Grouping
• Is this anti CCSS-M?
• Is direct instruction the answer?
• A conversation

2:45 PM           Data Collection (Beth, Barb, Skip)

• Information from participants

3:00 PM     Final Questions

Summer Institute • The Forum - McDaniel College

May 30, 2014 • Day 2

Welcome Principals!!!

8:30-9:00 AM        Continental Breakfast

9:00 AM                Greetings, Introductions, Brief Project Overview for Principals (Skip)

9:10 AM                NCTM’s Principles to Action, Ensuring Mathematical Success for All – What’s important here? (Jon and Beth)

10:00 AM             Break

10:15 AM              Important Considerations – Bursts (10-15 minutes each)

• What’s your mathematics classroom look like?
• What goes on in groups?
• How many groups?
• What makes sense?
• Moving from representations to procedures – teachers and students?
• Communication about the CCSS-M – talking points
• Parents and others
• What about the CCC – Common Core Crazies? 
• PARCC – what to be doing right now?

11:15 AM  Your questions, issues, challenges?  – discussion

• Share your ideas here - https://todaysmeet.com/emstlday2 

11:45 AM        Input from principals:

• What do you see as major responsibilities for your mathematics specialists/ instructional leaders? 
• Describe their impact?

12:00          Lunch

1:00 PM          Session #5 Assessment: Formative Assessment Pathways

• Updating
• What we are learning
• Rubrics for – observations, interviews, and hinge questions        

1:30 PM       Session #6 Professional Development – Beth, Skip, Barb

• Teacher involvement and professional needs

2:15 PM     Break

2:30 PM     Next Steps – Considering Leadership…

• What do YOUR teachers need to know – top three issues/challenges for you? 
• How do you know what your teachers don’t know?
• What’s most pressing, most important for YOU as we all conclude the 2013-2014 school year?

3:00 PM      Proposed ems&tl dates for 2014 and 2015

• ems&tl meeting - September 12, 2014 (Professional Learning Day - Howard)
  

• MCTM Annual Meeting – October 17, 2014 (social activity?) and other updates
  

• ems&tl meeting - November 7, 2014

• ems&tl meeting – January 9, 2015

• ems&tl meeting – March 13, 2015 (PARCC testing entire month - Howard)
  

• NCTM Annual Meeting – April 12-18, 2015 Boston, MA (social activity?)

• ems&tl “Summer Daze” Summer Institute – May 28, 29, 2015

3:15 PM       Final Comments/Questions