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NSF Mathematics Teaching Leadership Center. Dr. Robert Mayes University of Wyoming [email protected] This project is supported in part by a grant from the National Science Foundation: Mathematics Teacher Leadership Center(DUE-0832026). What is Math TLC?.

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Nsf mathematics teaching leadership center

NSF Mathematics Teaching Leadership Center

Dr. Robert Mayes

University of Wyoming

[email protected]

This project is supported in part by a grant from the National Science Foundation: Mathematics Teacher Leadership Center(DUE-0832026).


What is math tlc
What is Math TLC?

  • NSF Mathematics and Science Partnership funded project - $5,000,000 over 5 years

  • Joint project between

    • University of Wyoming

    • University of Northern Colorado

    • 5 partner School Districts in Wyoming and Colorado

  • Development of 2 programs serving the Rocky Mountain West

    • Math TLC Master’s Program

    • Math TLC Teacher Leadership Program


Math tlc goals
Math TLC Goals

  • Goals for the Math TLC

  • Goal 1: Develop a shared vision of mathematics as a culturally rich subject in which K-12 mathematics proficiency is defined by shared community standards (e.g., state, NCTM policies).

  • Goal 2: Expand mathematical content knowledge in ways that broaden exposure to mathematical ideas and deepen understanding of topics that extend K-12 mathematics content.

  • Goal 3: Increase pedagogical content knowledge by examination of how students think and learn about mathematics and, for teacher-leaders, about how teachers learn about teaching.

  • Goal 4: Empower participants as lifelong professional learners who regularly reflect on themselves, students, and community context to improve teacher practice and student learning.

  • Goal 5: Produce a research-based and tested model for master teacher and teacher-leader development based on the above goals that improves mathematical achievement for all students.


Math tlc goals1
Math TLC Goals

  • In the Math TLC, teachers become content specialists in their own practice in a master’s program.

  • Then, in the teacher-leader program they become specialists in helping their peers and in working at the district and state levels to improve mathematics instruction for all.

  • By separating the two strands of professional development, we create two access points for different types of commitment to leadership development.

http://www.newportjaycees.org/clubportal/images/clubimages/178/professional%20development.gif


Math tlc underlying themes
Math TLC Underlying Themes

Culturally Relevant Teaching involves using the cultural experiences, characteristics, and perspectives of the students in the room as generative sites for shaping teaching and creating opportunities to learn that are perceived by students to be opportunities (Gay, 2002).

  • developing a knowledge base about cultural diversity

  • learning mathematical content from ethnically and culturally diverse origins

  • participating in and building a caring community of learners – this includes developing ways to calibrate teacher intentions with student perceptions

  • seeing personal communication patterns and using that awareness to learn to communicate effectively with diverse students

  • responding supportively to socio-economic, cultural, and ethnic diversity in the delivery of instruction.

http://www.oswego.edu/~beyerbac/d1dgtbqc%5B1%5D.gif


Math tlc underlying themes1
Math TLC Underlying Themes

Advance Mathematical Content Knowledge by providing an advanced perspective on what is taught in high school

  • understanding of the culture of mathematics as a discipline

  • extending and exploring mathematics with learners

  • connecting mathematics with and across domains

  • building on concepts to anticipate future topics

  • organizing mathematics for teaching not only logically but also psychologically (Ball, 2003)

http://w3.xs.edu.ph/wp-content/uploads/2007/12/math.gif


Math tlc underlying themes2
Math TLC Underlying Themes

Pedagogical Content Knowledge is the collection of knowledge teachers have about the challenges learners encounter, strategies for helping students, ways to listen to hear not only learners’ thoughts but also their thinking processes, and skills for regulating one’s own practice. Teachers acquire PCK in many ways: grading, examining their own learning, observing and interacting with students, reflecting on practice, and discussing it with others. (Ball & Bass, 2000).

http://schoolbox.files.wordpress.com/2009/06/teacher-helping-students-write1.jpg

http://etwinninguk.typepad.com/photos/uk_etwinning_workshop_200/pdwteacherschat2.jpg


Acquiring pedagogical content knowledge
Acquiring Pedagogical Content Knowledge

Observing and Interacting with students

Participating in Teacher Discussion

http://schoolbox.files.wordpress.com/2009/06/teacher-helping-students-write1.jpg

http://etwinninguk.typepad.com/photos/uk_etwinning_workshop_200/pdwteacherschat2.jpg


Math tlc underlying themes3
Math TLC Underlying Themes

Teaching for Understanding – changing teaching practice in the classroom

  • Understanding by Design as a framework for assessment

  • Action research projects connect coursework with practice through systematic examination of practice

  • Lesson Experiments: development of content and anticipatory knowledge through individual planning, instructing, and reflecting activity along with the community-building dimension of co-observations. Lesson Experiment team members observe each of the other members teach a related topic allowing flexibility for responding to the myriad classroom demands of physically isolated teachers in rural areas.

  • Professional Learning Communities engaged in action research and lesson experiments.

http://www.rehab4life.co.uk/CMSFiles/Images/understanding-the-brain.jpg


Math tlc leadership program
Math TLC Leadership Program

  • Develop a shared vision of mathematics teacher leadership;

  • Enhance mathematics content knowledge;

  • Expand understanding of how teachers build knowledge for teaching mathematics;

  • Increase pedagogical content knowledge about adult teachers learning mathematics and who are learning to teach mathematics to diverse populations;

  • Develop an understanding of the role of equity and culture in mathematics in schools and districts;

  • Build self-efficacy as teacher-leaders of mathematics


Math tlc leadership program1
Math TLC Leadership Program

  • 24 credit hours over 2 years

  • Summer: two 1 week seminars (2 credits each – 8 total) promote knowledge mathematics teacher-leaders need to be successful

    • understanding of theory and research about mathematics teaching and learning

    • cultural competence for teaching

    • adult learning

http://keepingkidsfirst.files.wordpress.com/2009/03/leadership.jpg


Math tlc leadership program2
Math TLC Leadership Program

  • Academic Year: one online course per semester (3 credits each – 12 total) and one weekend retreat per semester (1 credit each – 4 total)

    • Develop mathematics-centered teacher-leadership skills

    • Courses include practicum component that addresses development of individual, team, and organization

    • Retreats support positive dispositions of math teacher-leaders about themselves as leaders and their fellow teachers


Math tlc leadership program opportunities
Math TLC Leadership Program Opportunities

  • Join the first cohort starting summer 2010.

    • Applications accepted until cohort of 12 teachers is filled, apply at this site:

    • http://www.mathtlc.org/LeaderProgram/Apply/

  • Stipends

    • $2,000 summer

    • $2,000 academic year

    • Travel, meals, and housing to attend are funded

  • Contact: Jodie Novak at

    • [email protected] or 970-351-2463.

http://www.egea.eu/upload/member/3280/Apply-Now.gif


Math tlc master s program
Math TLC Master’s Program

  • Extend teachers’ content knowledge beyond the content they customarily teach to students.

  • Engage teachers in actively building their pedagogical content knowledge (Shulman, 1987), enabling them to enlarge their repertoire of pedagogical methods, skills and knowledge congruent with Principles and Standards for School Mathematics (NCTM, 2000), the Colorado Model Content Standards (CDE, 2007) and the Wyoming Mathematics Content and Performance Standards (WDE, 2003).

  • Support teachers to evaluate and improve their teaching practice by regularly engaging in lesson experiments and small-scale action research projects.

  • Develop teachers’ knowledge, skills and disposition to effectively teach math in a culturally diverse classroom.


Math tlc master s program1
Math TLC Master’s Program

  • 32 credit hours over 2 or 3 years (third summer)

  • Summer: 9 to 10 credit hours over 6 weeks (June-July)

    • Two content courses

    • One teaching course

    • Diversity or Assessment course

  • Academic Year: 6 to 7 credit hours, one course per semester and Action Research Seminar

    • One content course

    • One teaching course

    • Action Research Project seminars

http://www.electrical-res.com/EX/10-16-15/masters-degree-online-programs-main_Full.jpg



Math tlc master s program opportunities
Math TLC Master’s Program Opportunities

  • Join the third cohort starting summer 2011.

    • Applications accepted until cohort of 30 teachers is filled, apply at this site:

    • http://www.mathtlc.org/Masters/Apply/

  • Stipends

    • $6,000 summer

    • $2,400 academic year

    • Travel, meals, and housing to attend are funded

  • Contact: Robert Mayes at

    • [email protected] or 307-766-3776

http://evertb.files.wordpress.com/2009/08/funding.jpg


Dr. Robert Mayes

University of Wyoming

Science and Mathematics Teaching Center

[email protected]


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