Family+E+PD+Plan

Professional Learning Plan for our Family of Schools Developing Strategic Competence from K-12 in Patterning and Algebra This document details the background information, planning, and justifications involved for our professional learning plan for our family of schools. The plan focuses on developing strategic competence for students at all points along the K-12 continuum for the patterning and algebra strand. A summarized version of this document will be presented to representative stakeholders that are essential to the process of developing professional development with this focus. Leaders implementing the plan:
 * Fozieh  Elamad  || Jeremy Labrie  || Lori Pedneault  || Sandra Stolls  ||

**Identification of Training Needs**
·  Mathematical EQAO results (for 2005-2006) show that students generally had difficulties with questions regarding patterning and algebra concepts from the primary to intermediate grades. ·  Based on this data, representatives from each division in our family of schools met and decided on a SMART goal to tackle this issue: How can we improve the level of strategic competence of our students in Patterning and Algebra through graphical representations ( ie . charts, graphs, and tables)? ·  As a group, we also developed a learning target for our students to focus our efforts along the K-12 continuum related to patterning and algebra. The target is: //For students to use and analyze representations ( ie . graphs and tables) of patterning relationships and solve problems//. ·  To meet this target, we will need to focus on developing the strategic competence for each of the students involved. As a result, a focus on problem solving and rich learning tasks will be used to support the assessment of a student’s strategic competence.
 * Background Information**


 * Purpose**

·  The main purpose that drives this professional learning plan is to improve teachers’ practices with respect to formative assessment by targeting Assessment FOR learning students’ strategic competence in Patterning & Algebra.


 * Profile of Family of Schools**

·  Four participants from each division participated in a lesson analysis. We analyzed the lessons in terms of Assessment FOR Learning, Math Literacy, Differential Instruction, and Literacy in the Math Classroom perspectives to give us some background about the teachers’ practice. ·  To determine how prepared the teacher participants for changing their practice in general, we used the Concerns-Based Adoption Model (CBAM). At least one of our participants was in the first stage of concern—informational.

**Devising Staff Training**
·  As a result, we realized that the participants would need to develop a level of understanding of strategic competence and ways to transfer to their practice and their students. ·  Our aim is to get the participants to make deliberate efforts to coordinate with others in using the pedagogy from our book study and peer coaching. ·  In addition, our goal is to get at a 95% level of transfer to practice, and we want the transfer to be sustainable. We will be drawing on Joyce & Showers components of training (study of theory, demonstration, practice, and peer coaching) so that this transfer is more attainable. ·  Our book talk will provide a study of theory and strategies that can help develop strategic competence through problem solving. Participants will be reading //Improving Instruction in Algebra: Using Cases to transform mathematics in learning// ( Shwan Smith, Silver, and Stein). ·  The power of the book is the inclusion of case studies —which targets the demonstration component in our training model. ·  Video samples of the strategies outlined in the book will also support the demonstration component of the training. ·  In between book talk meetings, teachers will be encouraged to practice some of the strategies that were discussed from the meeting. ·  At the end of the book talk, the participants will be given a year to implement the strategies they read about in the book, and the leaders will act as peer coaches to help them reflect on their use of the strategies and deepen their understanding. ·  Peer coaching begins the first year of the PD plan during the monthly book talk meetings. One-on-one meetings will continue second year to enable the transfer of knowledge from the book talks. We as peer coaches are: equals participants who our participants can bounce ideas off of, assume participants bring their own knowledge bases, don’t give suggestions but ask questions which encourage participants to reflect, justify and explain their thinking (this enables them to transfer this knowledge to their practice).
 * Book Talk and Coaching**

**Delivery of Training**
Using Cases to Learn || Study of Theory of Chapter 1. Demonstration of Chapter 1 contents. || Facilitation Core Practices Explain peer coaching relationship and expectations Introduce program level assessment || Examining Linear Growth Patterns || Recall Chapter 1 ideas Study of Theory of Chapter 2. Demonstration of Chapter 2 contents. || Analyze results of program level assessment-(base line for measuring the impact of our plan) || Examining Non-Linear Growth patterns || Examine student samples of Chapter 2 strategies from each participant (Practice) Divide into peer coaching pairs to reflect on application of previous chapter’s strategies Study Theory of Chapter 3 contents Demonstration of Chapter 3 Contents. || Introduce classroom level assessment to respective participants as an ongoing assessment. || Comparing Linear Graphs || Examine student samples of Chapter 3 strategies from each participant (Practice) Divide into peer coaching pairs to reflect on application of previous chapter’s strategies Study Theory of Chapter 4 contents Demonstration of Chapter 4 Contents. || || Interpreting Graphs of Time Vs. Speed || Examine student samples of Chapter 4 strategies from each participant (Practice) Divide into peer coaching pairs to reflect on application of previous chapter’s strategies Study Theory of Chapter 5 contents Demonstration of Chapter 5 Contents. || || Using Cases to Support Learning about Teaching || Examine student samples of Chapter 5 strategies from each participant (Practice) Divide into peer coaching pairs to reflect on application of previous chapter’s strategies Study Theory of Chapter 6 contents Demonstration of Chapter 6 Contents. || Participant #1 facilitations book talk || Facilitating Learning from the case of Catherine Evans and David Young || Examine student samples of Chapter 6 strategies from each participant (Practice) Divide into peer coaching pairs to reflect on application of previous chapter’s strategies Study Theory of Chapter 7 contents Demonstration of Chapter 7 Contents. || Participant #2 facilitates book talk || Facilitating Learning from the case of Edith Hart || Examine student samples of Chapter 7 strategies from each participant (Practice) Divide into peer coaching pairs to reflect on application of previous chapter’s strategies Study Theory of Chapter 9 contents Demonstration of Chapter 9 Contents. || Participant #3 facilitates book talk || Facilitating Learning from the case of Robert Carter || Examine student samples of Chapter 9 strategies from each participant (Practice) Divide into peer coaching pairs to reflect on application of previous chapter’s strategies. Study Theory of Chapter 10 contents Demonstration of Chapter 10 Contents. || Conduct program level assessment again Participant #4 facilitates book talk || Divide into peer coaching pairs to reflect on application of previous chapter’s strategies. || Analyze results of program level assessment and measure impact of our PD plan ||
 * First Year Plan**
 * ** Month ** || ** Stage of Team Dynamic ** || ** Chapter Covered ** || ** Training Components ** || ** Other topics ** ||
 * September || Forming – Make everyone feel at ease during first meeting, as participants come with anxiety about how they’ll fit in. Address why they were selected and what the process will be to put them at ease. Establish norms. Group will see similarities and ignore differences. || Chapter 1:
 * October || Storming – May occur during book discussions the first year. Participations may be frustrated or disagree as to instructional practices the cases in the book present. Ensure participants chaos is a normal part of working in a group. || Chapter 2:
 * November ||  Norming  – After any storming that occurs, reestablish norms to negotiate disagreements and continue to be productive during book talks. || Chapter 3:
 * December || Performing – The remainder of the book talks will flow smoothly since norms are abided by. Participants feel safe sharing their thoughts during book talks. || Chapter 4:
 * January || || Chapter 5:
 * February || || Chapter 6:
 * March || || Chapter 7:
 * April || || Chapter 9:
 * May || || Chapter 10:
 * June || || No reading || Examine student samples of Chapter 10 strategies from each participant (Practice)
 * All meeting take place on the last Thursday of each month
 * All sessions will take place at one of the four leaders’ schools. Conference rooms will be booked well in advance.
 * Participants will complete a “Its says, I say, and So” organizer to organize their thoughts for each book talk, prior to the end of the month meeting the first year.

 ·  Teachers are going to incorporate the strategies from the book discussion in more detail and more consistently at this point. They will also be creating lesson that incorporate these strategies. ·  Lead teachers are going to act as peer coaches—ask teachers questions to deepen their understanding and make their products more applicable to their process. They will also model good peer coaching techniques so that the participants would be preparing for leadership roles in their schools. ·  Lead teachers will visit the participants at their school once a month to go over created lessons with them and coach them to expand their use of the strategies. ·  Get the whole group together at the end of each month to facilitate a discussion about misconceptions that arose through the implementation of the strategies**.**
 * Second Year of PD Plan**

·  Participants are now prepared to coach other staff members about the strategies they learned during years 1 and 2. ·  Participants are responsible for getting some colleagues on board within their own school to implement lessons and activities they’ve created. Reflection on the strategies used will be encouraged. ·  Participants will create a PD day for their home school based on the strategies they’ve learned. They will coordinate this on appropriate already assigned PD days for their school. The PD sessions will take place at the participant’s school. ·  Lead teachers and participants will meet after each PD session to discuss what went well and areas of improvement of PD session. They will also discuss outlook for staff participation and ways to encourage more staff to get involved. ·  Participants will also be required to act as peer coaches for this material within their school and run additional mini-workshops for the staff, as required or requested. During mini-workshops, teachers will be given strategies and then expected to try them before the next workshop. ·  A focus on application and implications in the classroom will be implemented into each workshop. (8 ½ days) || $8000 ||  ||   ||   ||   ||
 * Third year of PD Plan**
 * During the first year, there will be 4 teacher facilitators/peer coaches and the 4 teacher participants. By the end of the 2nd year, all teachers will be facilitators/peer coaches to enable the activities of the 3rd year.
 * Budget**
 * Year 1 ||  ||   ||   ||   ||   ||   ||
 * || Books (8x$50) || $400 ||  ||   ||   ||   ||
 * || Snacks/Refreshments || $500 ||  ||   ||   ||   ||
 * || Supply Coverage
 * || TOTAL ||  ||   ||   || 9000 ||   ||
 * Year 2 || Supply Coverage ||  ||   ||   ||   ||   ||
 * || ·   Supply coverage for in school observation/coaching || $4000 ||   ||   ||   ||   ||
 * || ·   Supply coverage for monthly half day meetings || $8000 ||   ||   ||   ||   ||
 * || Snack/Refreshments || $500 ||  ||   ||   ||   ||
 * || TOTAL ||  ||   ||   || 12500 ||   ||
 * Year 3 || Supply Coverage || $1600 ||  ||   ||   ||   ||
 * || Books ($50 x 4) || $200 ||  ||   ||   ||   ||
 * || TOTAL ||  ||   ||   || 1800 ||   ||
 * || GRAND TOTAL ||  ||   ||   || $23,500 ||   ||
 * || GRAND TOTAL ||  ||   ||   || $23,500 ||   ||

Reflection on PD Plan
·  95% transfer for every teacher in family of schools ·  Can’t guarantee complete participation from everybody ·  Giving teachers access to the information ( ie . Buy a book for each school/course team), but they never look at it.
 * Challenges of Implementation**:

·  Resources: lessons from year 2 get lessons ready to share with others ·  95% transfer to practice per school (new knowledge/skills learned) ·  Benefits to students are increased strategic competence and patterning skills.
 * Benefits Envisioned for Family of Schools:**

Relationship of PD Plan to Teacher Development of Mathematical Literacy
With reference to the components of Mathematical Literacy in //Adding It Up//, below are ways that the PD Plan helps develop a teacher’s mathematical proficiency. ·  //Conceptual Understanding// Knowledge base required for teaching math. In first year of the PD Plan, teacher participants are developing conceptual understanding related to teaching patterning and algebra concepts, their learning about how students’ patterning and algebra understanding develops, ways to place a student on the K-12 Patterning and Algebra continuum, and effective tasks and tools for tools for improving a student’s strategic competence in the patterning and algebra strand. ·  //Procedural Fluency// Through book study, the participants will learn way to carry out effective math instruction ·  //Strategic Competence// Through the book study and the coaching, participants will learn to plan effective instruction and anticipating misconceptions. ·  //Adaptive Reasoning// Through the book talk and coaching, participants will reflect on, justify and explain their choices for implementing these new instructional practices ·  //Productive Disposition// Throughout all three years of the PD plan, participants will have a positive attitude about math and teaching math, and will want to learn and improve. They’ll be open to change, and since they are leading the majority of the program, they will feel a sense of ownership of the program, which will motivate them to move it forward.