An Administrator’s Toolkit: Supporting Teachers in K – 9 Mathematics Implementation

1. An Administrator’s Toolkit:Supporting Teachers in K – 9 Mathematics Implementation Developed by the Southern Alberta Professional Development Consortium (SAPDC) as a result of a grant from Alberta Education to support implementation of the new Alberta K – 9 Mathematics Program of Studies

2. Logistics • Page numbers in the upper right hand corner of the slides refer to pages in the Toolkit. • Participants will require access to a copy of the Toolkit in order to take full advantage of this webinar. • Contact your regional consortium www.arpdc.ab.ca for information on how to access the Toolkit.

3. Key Purposes p. 1 • support administrators in their role as instructional leaders; • provide a vision of what the new Mathematics Program of Studies will look like when fully implemented; • provide a framework for assessment of school progress in implementing and refining the mathematics program over time; and • provide background information and professional development materials to facilitate effective mathematics implementation.

4. KeyPurpose support administrators in their role as instructional leaders

5. Role of the Principal p. 3 From the Principal Quality Practice Guideline (2009) 3. Leading a Learning Community c) promotes and facilitates meaningful professional development for teachers and other staff 4. Providing Instructional Leadership a) demonstrates a sound understanding of current pedagogy and curriculum

6. Role of the Principal p. 3 What skills will a principal require in order to create and lead a community of learners? What support might a principal require in order to develop a sound understanding of the new Mathematics Program of Studies?

7. Key Purpose provide a vision of what the new Mathematics Program of Studies will look like when fully implemented

8. Alberta K – 9 Mathematics p. 4 • a shift from content to process; • an emphasis on the program foundations (front matter) to guide planning and instruction; • a shift from teacher directed instruction to collaborative and constructivist (student directed) learning; • a shift in assessment practice from the ‘one right answer’ to multiple plausible answers; and • a shift from reliance on a single textbook to the inclusion of a variety of learning materials, including manipulatives.

9. Alberta K – 9 Mathematics p. 4 What impact will these new directions have on mathematics instruction and assessment? What support will teachers require in order to develop a sound understanding of the new Mathematics Program of Studies?

10. A Guide to Support Implementation:Essential Conditions p. 5 “Successful implementation requires the coordinated, collaborative, and comprehensive efforts of education partners working together towards a shared vision of learning success for all students.”

11. Essential Conditions p. 5 • shared vision • leadership • research and evidence • resources • teacher professional growth • time • community engagement How is mathematics implementation impacted by these essential conditions?

12. Opportunities for Conversations p. 6 www.essentialconditions.ca • templates and tools • Guiding Questions • Plans • Evidence Who might provide input into the essential conditions for mathematics implementation?

13. Key Purpose provide a framework for assessment of school progress in implementing and refining the mathematics program over time

14. Gauging Needs p. 7 • Reflective tools for • administrator reflection; • teacher reflection; • individual conversations with teachers as they consider possible goals for inclusion in Teacher Professional Growth Plans; and • small group conversations with and among teachers to gather a snapshot of program implementation at the school level.

15. Reflective Tool A:Understanding Teacher Strengths & Needs p. 8 • Administrator Self-reflection • Teacher profiles • What they bring • What they might need

16. Reflective Tool B:Our Teaching/Learning Context p. 9 • Administrator Self-reflection • Students, teachers, parents/community, administrators • questions to ponder • responses and possible implications

17. Reflective Tool C:Teacher Self-reflection p. 11 • readiness to implement various elements

18. Reflective Tool D:Mathematics Continuum p. 13 just beginning some experience well on their way The continuum is not a rubric for program or teacher evaluation, but rather a tool to guide reflection and planning. What is our current level of implementation within each category? What does implementation look like in our school/my classroom at the present time? What strengths do we individually and collectively have to share with colleagues? What professional learning would enhance implementation in our school/my classroom?

19. Reflective Tool D:Mathematics Continuum p. 13 just beginning some experience well on their way The continuum is not a rubric for program or teacher evaluation, but rather a tool to guide reflection and planning. • What is our current level of implementation within each category? • What does implementation look like in our school/my classroom at the present time? • What strengths do we individually and collectively have to share with colleagues? • What professional learning would enhance implementation in our school/my classroom?

20. Gauging Needs pp. 7 – 14 How might the various reflective tools support successful implementation?

21. Key Purpose provide background information and professional development materials to facilitate effective mathematics implementation

22. Supporting Teachers through Professional Learning p. 15 • opportunities for school-based professional conversations • engage in reflective practice • review research • examine curriculum • provide input • determine priorities • set common goals • provide collaborative support • identify further professional learning and resource needs

23. Professional Learning Modules p. 16 Module 1: Teaching and Learning Mathematics Module 2: Instructional Focus Module 3: Conceptual Understanding Module 4: Number Sense Module 5: Personal Strategies Module 6: Visualization Module 7: Reasoning Module 8: Problem Solving Module 9: Communication Module 10: Using Concrete Materials

24. Professional Learning Modules p. 16 Module 1: Teaching and Learning Mathematics Module 2: Instructional Focus Module 3: Conceptual Understanding Module 4: Number Sense Module 5: Personal Strategies Module 6: Visualization Module 7: Reasoning Module 8: Problem Solving Module 9: Communication Module 10: Using Concrete Materials Participant Facilitator

25. Professional Learning Modules: Facilitator Materials Facilitator Module 4 Facilitator Notes Details – purpose, participant outcomes, time required, materials Introduction Bridging Back to the Previous Module Focus Activity Link to Curriculum Article Study and Conversation Next Steps Facilitator Reflection Facilitator Commentary PowerPoint Slides Participant Materials

26. Professional Learning Modules: Facilitator Materials Contents Listing Facilitator Notes Details – purpose, participant outcomes, time required, materials Introduction Bridging Back to the Previous Module Focus Activity Link to Curriculum Article Study and Conversation Next Steps Facilitator Reflection Facilitator Commentary PowerPoint Slides Participant Materials

27. Professional Learning Modules: Facilitator Materials Contents Listing Facilitator Notes • Details – purpose, participant outcomes, time required, materials • Introduction Bridging Back to the Previous Module Focus Activity Link to Curriculum Article Study and Conversation Next Steps Facilitator Reflection Facilitator Commentary PowerPoint Slides Participant Materials

28. Professional Learning Modules: Facilitator Materials Contents Listing Facilitator Notes • Details – purpose, participant outcomes, time required, materials • Introduction • Bridging Back to the Previous Module Focus Activity Link to Curriculum Article Study and Conversation Next Steps Facilitator Reflection Facilitator Commentary PowerPoint Slides Participant Materials

29. Professional Learning Modules: Facilitator Materials Contents Listing Facilitator Notes • Details – purpose, participant outcomes, time required, materials • Introduction • Bridging Back to the Previous Module • Focus Activity Link to Curriculum Article Study and Conversation Next Steps Facilitator Reflection Facilitator Commentary PowerPoint Slides Participant Materials

30. Professional Learning Modules: Facilitator Materials Contents Listing Facilitator Notes • Details – purpose, participant outcomes, time required, materials • Introduction • Bridging Back to the Previous Module • Focus Activity • Link to Curriculum Article Study and Conversation Next Steps Facilitator Reflection Facilitator Commentary PowerPoint Slides Participant Materials

31. Professional Learning Modules: Facilitator Materials Contents Listing Facilitator Notes • Details – purpose, participant outcomes, time required, materials • Introduction • Bridging Back to the Previous Module • Focus Activity • Link to Curriculum • Article Study and Conversation Next Steps Facilitator Reflection Facilitator Commentary PowerPoint Slides Participant Materials

32. Professional Learning Modules: Facilitator Materials Contents Listing Facilitator Notes • Details – purpose, participant outcomes, time required, materials • Introduction • Bridging Back to the Previous Module • Focus Activity • Link to Curriculum • Article Study and Conversation • Next Steps Facilitator Reflection Facilitator Commentary PowerPoint Slides Participant Materials

33. Professional Learning Modules: Facilitator Materials Contents Listing Facilitator Notes • Details – purpose, participant outcomes, time required, materials • Introduction • Bridging Back to the Previous Module • Focus Activity • Link to Curriculum • Article Study and Conversation • Next Steps • Facilitator Reflection Facilitator Commentary PowerPoint Slides Participant Materials

34. Professional Learning Modules: Facilitator Materials Contents Listing Facilitator Notes • Details – purpose, participant outcomes, time required, materials • Introduction • Bridging Back to the Previous Module • Focus Activity • Link to Curriculum • Article Study and Conversation • Next Steps • Facilitator Reflection Facilitator Commentary PowerPoint Slides Participant Materials

35. Professional Learning Modules: Facilitator Materials Contents Listing Facilitator Notes • Details – purpose, participant outcomes, time required, materials • Introduction • Bridging Back to the Previous Module • Focus Activity • Link to Curriculum • Article Study and Conversation • Next Steps • Facilitator Reflection Facilitator Commentary PowerPoint Slides Participant Materials

36. Professional Learning Modules: Participant Materials Handout Materials • Focus Activity • Link to Program of Studies • NCTM Article(s) • Next Steps Participant Materials

37. Professional Learning Modules What benefits might result from using the professional learning modules at the school level?

38. In Conclusion…

39. Key Purposes p. 1 • support administrators in their role as instructional leaders; • provide a vision of what the new Mathematics Program of Studies will look like when fully implemented; • provide a framework for assessment of school progress in implementing and refining the mathematics program over time; and • provide background information and professional development materials to facilitate effective mathematics implementation.

40. For Further Information www.arpdc.ab.ca