FAMILY+A+FINAL

= FAMILY A FINAL =


 ===Our vision is to improve strategic competence of at risk students in problem solving, involving patterning and algebra (i.e. making connections between different representations - in number patterns, T-chart, graphs, and algebraic equations) through the use of real world tasks and examples. ===

Based on EQAO Analysis, the teachers in Family A appear to be in Stage One Phase of the CBAM Stage of Concern Scale. They are identified as in stage one (informational) since it seems, that students consistently have difficulty with word problems and therefore the teachers may want more information on how to teach effectively so students could build those skills. The 3-5 year PD model will help build capacity within the school and support teachers in rising though the Stages of Concern. The PD is differentiated through tasks and information shared to allow teachers to move through the continuum of stages at a rate which is appropriate for the individual. The PD plan created, stretches over 5 years, and reaches the entire teaching compliment of Family of Schools A. The first two years focus on creating Subject Matter Experts (SME’s), and years 3-5 move towards building capacity at the school level. This will help to ensure that the professional community can be maintained (if necessary) after the funding is finished. As identified by the CBAM article a 3-5 year PD plan is valuable for the following reasons: ·   “Learning brings change, and supporting people in change is critical for learning to take hold” ·  Professional development is a continuum that takes at least three years to resolve initial concerns and for later trends to emerge ·  Professional development that occurs over time allows the group so ‘work out the kinks’ and develop an effective program ·  Professional development extending over a period of time allows educators to reflect upon their learning and the learning of the students in their Family of School Misconceptions identified in our lesson analysis are: For students who chose to represent the data through a graph Based on misconceptions, the pedagogy our plan is focused on is a Mathematical Literacy Support Plan. The Mathematical Literacy Support Plan (copied from Adding it Up, pg. 380) identifies the following strands: ·  Conceptual Understanding: the core knowledge required in the practice of teaching ·  Fluency: Carrying out basic instructional routines ·  Strategic Competence: Planning effective instruction and solving problems that arise during instruction ·  Adaptive Reasoning: Justifying and explaining one’s instructional practices to improve on them ·  Productive Disposition: Positive/productive attitude toward mathematics, teaching, learning, and the improvement of practice. Our Family of School Profile: Total teachers in Family of Schools High schools: 3 high schools x 10 math teachers / school = 30 teachers Elementary / Intermediate: 9 schools x 15 teachers / school = 135 teachers Total teachers: 165
 * //Problem solving requires students to take risks. Students may be very self conscious and not want to embarrass themselves (//Leading Math Success//, page 44). This may result in hesitating to participate in the lesson.//
 * Students might not understand that there is a logical order in the continuation of the pattern since they don’t have a complete understanding of number sense and so might determine results that vary from the true pattern.
 * Students might have some challenges with basic addition so come up with an incorrect answer (although he/she understands the concept.
 * Although students are exposed to variables in elementary school, they often enter secondary school with a very limited understanding of how they can be used (i.e. different letters can represent the same number in some equations) and conventions (i.e. ab = a x b, but 72 does not equal 7 x 2) (Van de Walle, 411).
 * Students might confuse the process different representations of patterns (i.e. charting in a t-chart versus graphing.
 * Students might not make connections between strands in the curriculum (i.e. data management and patterning/algebra).
 * Students might not understand that symbolic representation and drawings help them in solving problems and understanding ideas (Van de Walle, pg 303).

= = // Our Goal is to improve strategic competence of at risk students in problem solving, involving patterning and algebra (i.e. making connections between different representations - in number patterns, T-chart, graphs, and algebraic equations) by 5% annually over a 5 year period (as measured by EQAO data, assessments for Learning, and Assessments of Learning). To achieve this we will model and teach problem solving in the patterning and algebra strand through the use of real world tasks and examples. //

The goal meets the SMART Goal outline. **  Creation of SMART Goals   ** **S**trategic and Specific o  the goal is created based on the specific needs of our Family of Schools and linked to the broader vision of the school board **M**easurable o  Results will be measured using a variety of tools and strategies over several years. o  The baseline data being considered in analysis of EQAO assessments **A**ttainable o  The identified goal is attainable through implementation of the proposal **R**esults-based o  The desired end-point is student achievement in our target question **T**ime-bound o  Results from this proposal are attainable in years. Adapted from:  The Handbook for Smart School Teams, A. Conzemius & J. O’Neill


 * Information Supporting our Professional Development Plan **
 * Student Achievement through Staff Development (summary of reading) **

·  Awareness raising and behaviour change. ·  Learning how to learn is just as important as the acquisition of knowledge and skills. ·  Joint planning and resource development, with mutual observation and learning from one another. **Key Findings: ** ·  Allow people to learn how to be effective learners. ·  Four main components of training: developing knowledge through exploring theory; the demonstration or modeling of the skill; the practice of the skill; and peer coaching ·  All four components will be increasingly necessary as the desired outcome becomes more complex. ·  Specific attitudes and skills are required of teachers to become effective learners including persistence, understanding of the transfer of training and the need for theory, and the ability to use peers productively. ·  Peer coaching leads to collegiality and experimentation. ·  The primary activity of peer coaching is collaborative planning.
 * <span style="FONT-WEIGHT: normal; FONT-SIZE: 10pt; FONT-FAMILY: Arial; mso-bidi-font-family: 'Times New Roman'">Training Objectives. **

**<span style="FONT-WEIGHT: normal; FONT-SIZE: 10pt; FONT-FAMILY: Arial; mso-bidi-font-family: 'Times New Roman'">The Outcomes of Professional Development (page 2): ** · <span style="FONT-SIZE: 10pt; FONT-FAMILY: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 7.0pt"> Training should provide people with required stills and provide them with an opportunity to use the new knowledge in practice. · <span style="FONT-SIZE: 10pt; FONT-FAMILY: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 7.0pt"> Training also should support people in becoming effective learners. This can be accomplished by identifying the desired training outcome and providing targeted professional development which support the learner in reaching the outcome. · <span style="FONT-SIZE: 10pt; FONT-FAMILY: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 7.0pt"> Targeted outcomes can be categorized as: o <span style="FONT-SIZE: 10pt; FONT-FAMILY: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 7.0pt"> Knowledge or Awareness (i.e. learning about new educational theories, curriculum developments…etc.) o <span style="FONT-SIZE: 10pt; FONT-FAMILY: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 7.0pt"> Positive Attitude Changes (i.e. towards curriculum) o <span style="FONT-SIZE: 10pt; FONT-FAMILY: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 7.0pt"> Skill Development (i.e. how to effective questioning techniques) o <span style="FONT-SIZE: 10pt; FONT-FAMILY: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 7.0pt"> Transfer of Training and Executive Control · <span style="FONT-SIZE: 10pt; FONT-FAMILY: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 7.0pt"> Targeted outcomes can be easier to achieve when they are similar to an educators existing programming and practice. · <span style="FONT-SIZE: 10pt; FONT-FAMILY: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 7.0pt"> Newer targets tend to be more difficult to achieve

**<span style="FONT-WEIGHT: normal; FONT-SIZE: 10pt; FONT-FAMILY: Arial; mso-bidi-font-family: 'Times New Roman'">Components of Training (page 2/3): ** · <span style="FONT-SIZE: 10pt; FONT-FAMILY: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 7.0pt"> There are four main components to training. All four are required if “transfer to the classroom is the objective of the training” (pg, 2) o <span style="FONT-SIZE: 10pt; FONT-FAMILY: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 7.0pt"> Knowledge: Exploring and understanding theories, including the supports for it  o <span style="FONT-SIZE: 10pt; FONT-FAMILY: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 7.0pt">  Modeling of a new skill: o <span style="FONT-SIZE: 10pt; FONT-FAMILY: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 7.0pt"> Practice: A period where the educator can practice and consolidate new skills (usually 8 – 10 weeks) o <span style="FONT-SIZE: 10pt; FONT-FAMILY: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 7.0pt"> Peer Coaching: Educators collaboratively working together to plan, develop, and implement effective lessons

<span style="FONT-SIZE: 10pt; FONT-FAMILY: Arial; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA"> **<span style="FONT-WEIGHT: normal; FONT-SIZE: 10pt; FONT-FAMILY: Arial; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA">Coaching in an Organization-wide Context (page 4): **<span style="FONT-SIZE: 10pt; FONT-FAMILY: Arial; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA"> · Setting norms that support the improvement of teaching leads to other forms of change as well. · Peer –coaching teams must: <span style="FONT-SIZE: 10pt; FONT-FAMILY: Arial; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Courier New'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA">o <span style="FONT-SIZE: 10pt; FONT-FAMILY: Arial; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 7.0pt; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA"> <span style="FONT-SIZE: 10pt; FONT-FAMILY: Arial; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA"> Commit to implementing the change <span style="FONT-SIZE: 10pt; FONT-FAMILY: Arial; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Courier New'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA">o <span style="FONT-SIZE: 10pt; FONT-FAMILY: Arial; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 7.0pt; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA"> <span style="FONT-SIZE: 10pt; FONT-FAMILY: Arial; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA"> Assist and support each other <span style="FONT-SIZE: 10pt; FONT-FAMILY: Arial; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Courier New'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA">o <span style="FONT-SIZE: 10pt; FONT-FAMILY: Arial; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 7.0pt; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA"> <span style="FONT-SIZE: 10pt; FONT-FAMILY: Arial; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA"> Collect data on student effects (based on the identified target) · <span style="FONT-SIZE: 10pt; FONT-FAMILY: Arial; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 7.0pt; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA"> <span style="FONT-SIZE: 10pt; FONT-FAMILY: Arial; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA"> Primary activity of peer coaching study teams: Achieve shared organizational goals through collaborative planning and development of curriculum and instruction
 * How do teachers learn to acquire new skills? **(pg 3)
 * ** Persistence ** : every educator knows the importance of practice for children. From their evidence base the authors conclude that persistence, even when initially uncomportable, was a characteristic of successful learners.
 * ** Acknowledgement of the transfer problem ** : Teachers need to understand that the transfer of training is a separate learning task from the acquisition of knowledge of skills.
 * ** Teaching new behaviours to students: ** students are discomforted by change, especially when they are succeeding in existing conditions. Teachers who directly teach both the cognitive and the social tasks required by specific innovations are more likely to achieve successful transfer.
 * ** Understanding the importance of the underlying theory ** : teachers who master the theory underlying new behaviours are more likely to achieve similar results to those obtained in research settings, with their own students.
 * ** Proactive and productive use of peers ** : teacher who used peer support for mutual problem solving, observations, collaborative teaching and planning were more successful in transferring new skills to their own practice.
 * ** Flexibility: ** teachers need to develop a spirit of enquiry, a willingness to experiment with their own behaviour and an openness to evidence that alternatives have something to offer.
 * How coaching contributed to the transfer of training ** (pg 3-4)
 * practiced new strategies more often and with greater skill than uncoached ed ucators wth identical initial training
 * adapted the strategies more appropriately to their own goals and contexts that did uncoache teachers who tended to practice observed or demonstrated lessons
 * retained and increased their skill over time - uncoached teachers did not
 * were more likely to explain the new models of teaching to their students, ensuring that students understood the purpose of their strategy and the behaviours expected of them
 * demonstrated a clearer understanding of the purposes and use of the new strategies. the frequent peer discussions about them, including lessons and materials design, seemed to enable them to 'think' with the strategies in ways which uncoached teachers never showed


 * OVERALL BUDGET**


 * **Budget:** ||  ||   ||   ||
 * **Overall In-school PD Total** ||  ||   || ** $ 403,307.00** ||
 * **PD Day Budget** || **QTY** || ** Cost/Item ** || ** Total ** ||
 * Coffee / Meals teachers || 165 || $ 15.00 || $ 2,475.00 ||
 * Coffee / Meals instructors || 10 || $ 15.00 || $ 150.00 ||
 * Thank you gifts || 15 || $ 10.00 || $ 150.00 ||
 * General Supplies || 1 || $ 100.00 || $ 100.00 ||
 * Space (highschool) || 1 ||  || in-kind ||
 * Guest Speaker || 1 || $ 4,000.00 || $ 4,000.00 ||
 * ||  ||   || $ 6,875.00 ||
 * **Lunch and Learn Budget** ||  ||   || ** Total ** ||
 * Incentive || 9 x 8 || $ 6.00 || $ 432.00 ||
 * **Professional Learning Community Budget** ||  ||
 * **PD Day Budget** || **QTY** || ** Cost/Item ** || ** Total ** ||
 * Supply Teachers per 1/2 day || 165 teachers || $ 100.00 || $ 16,500.00 ||
 * |||| 8 days per teacher || $ 132,000.00 ||
 * Three Years PLC || 24 || $16,500.00 || $ 396,000.00 ||
 * **PD Day Budget** || **QTY** || ** Cost/Item ** || ** Total ** ||
 * Supply Teachers per 1/2 day || 165 teachers || $ 100.00 || $ 16,500.00 ||
 * |||| 8 days per teacher || $ 132,000.00 ||
 * Three Years PLC || 24 || $16,500.00 || $ 396,000.00 ||
 * Three Years PLC || 24 || $16,500.00 || $ 396,000.00 ||

Developmental Stages we Anticipate

Stage 1: Forming or Nominal Community (September – October, Year One) ·  Orientation period, team members are getting to know one another ·  During this phase, the team works together to address goals, expectations, membership and tasks

Stage 2: Storming or Chaos ·  Period of frustration and disagreement while power dynamics are being established

Stage 3: Norming or Emptying ·  Conflicts are resolved, roles are clarified ·  Disagreements are negotiated ·  Functional relationships are fostered

Stage 4: Performing or Fully Functioning Community ·  The team is realistic in expectations and focuses on performance and results

The Handbook for Smart School Teams, A. Conzemius & J. O’Neill

For our book study we have chosen 2 NTCM publications viz. Teaching Mathematics through Problem Solving: Pre-kindergarten–Grade 6 //<span style="FONT-SIZE: 10pt; FONT-FAMILY: Verdana; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 11.0pt">Edited by Frank K. Lester and Randall I. Charles //

Teaching Mathematics through Problem Solving: Grades 6–12 //<span style="FONT-SIZE: 10pt; FONT-FAMILY: Verdana; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 11.0pt">Edited by Harold L. Schoen and Randall I. Charles //

Since our target is improving students competence in problem solving it would be worthwhile exploring the Teaching of Mathematics through problem solving. This method entails introducing a problematic task in which the Mathematics to be learned is embedded. "Students need to construct their own understanding of each mathematical concept, so that the primary role of teaching is not to lecture, explain, or otherwise attempt to 'transfer' mathematical knowledge, but to create situations for students that will foster their making the necessary mental constructions”  [|http://mathforum.org/mathed/constructivism.html</span]>

We have also chosen “Literacy strategies for Improving Mathematics Instruction” by Joan M Kenny

From our analysis of EQAO problems we found that most of our students performed poorly when the questions were long and wordy or when they had to interpret the different representations of situations in Mathematical Language.

The ability to read and understand problems and make connections to Mathematical concepts is key to problem solving.

We propose the following:

Both elementary and Secondary Teachers will be involved in our Book Study group. We will require 10 sessions

**<span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 11.0pt">Book Study: Literacy Strategies for Improving Mathematics Instruction ** 6th half day PD || PreK-6 Issues and Perspectives Chapters 1-4 || 6-12 Issues and Perspectives Chapters 1-4 || || 7th half day || Designing and selecting problem based tasks Chapter5  || Selecting Quality tasks for problem based teaching. || || 8th half day || How to focus the Math Curriculum on solving problems Chapter6  || Phasing Problem – Based Teaching into a Traditional Educational Environment. || || Listening to Children: Informing Us and guiding our Instruction Chapter 7 || Social and Sociomathematical Norms in the Mathematics Classroom. Chapter 10
 * Session # || Chapter  || Description  || ||
 * 1 || 1  || Mathematics as Language  || ||
 * 2 || 2  || Reading in the Mathematics Classroom  || ||
 * 3 || 3  || Writing in the Mathematics Classroom  || ||
 * 4 || 4  || Graphic Representation  || ||
 * 5 || 5  || Discourse in the Mathematics Classroom  || ||
 * 5 || 5  || Discourse in the Mathematics Classroom  || ||
 * <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 11.0pt">Book Study :Teaching Mathematics through Problem Solving: **
 * Session # || Elementary  || Secondary  || ||
 * January
 * February
 * February
 * 9th half day || Establishing Classroom Social and Sociomathematical Norms for Problem Solving Chapter 9

The teachers Role in teaching Mathematics through Problem Solving || || Chapter 15 || || || A month-by-month outline of our first year is as follows:
 * 10th half day || What Research tells us about teaching Mathematics through Problem Solving

Agenda: -  Discuss who is involved in the PD  (1Representatives from each school in the family – focusing on all teachers K-12) -  Forming a community -  Establishing norms -  Address: - Vision - Goals - Purpose -  Data analysis (EQAO results from the family of schools – specifically focusing on patterning and algebra) -  Discuss tentative 5 year plan (what to expect) (Book talk, modeling) -  Distribute books -  Introduce facilitation (Notes, guidelines) -  Model facilitation -  Facilitation sign-up -  Discuss plans/times for up-coming PD sessions || ** Chapter 1 – Mathematics as a Language ** “Literacy strategies for Improving Mathematics Instruction” Joan M Kenny || -   Knowledge -  Demonstration and modeling -  Peer Coaching || NO ** VEMBER **  **(first half day PD – at the board office)** -  Book talk/Facilitation -  EQAO Analysis -  Mini-presentations -  Bring: Sample student responses to problems that require explanations and justifications || ** Chapter 2 – Reading in the Mathematics Classroom ** “Literacy strategies for Improving Mathematics Instruction” Joan M Kenny || -   Knowledge -  Demonstration and modeling -  Peer Coaching || -   Book talk/Facilitation -  Analyze student writing samples in light of reading -  Mini-presentations || ** Chapter 3 – Writing in the Mathematics Classroom ** “Literacy strategies for Improving Mathematics Instruction” Joan M Kenny || -   Knowledge -  Demonstration and modeling -  Practice -  Peer Coaching || -  Book talk/Facilitation -  Examine various graphic organizers -  Mini-presentations || ** Chapter 4 – Graphic Representation ** “Literacy strategies for Improving Mathematics Instruction” Joan M Kenny || -   Knowledge -  Demonstration and modeling -  Practice -  Peer Coaching || -  Book talk/Facilitation -  Group work: Decide on a math concept and build a concept map -  Mini-presentations -  Reflecting || ** Chapter 5 – Discourse in the Mathematics Classroom ** “Literacy strategies for Improving Mathematics Instruction” Joan M Kenny || -   Knowledge -  Demonstration and modeling -  Practice -  Peer Coaching || -  Read chapter -  Book talk/Facilitation -  2 teachers (1econdary and 1 elemetary) will bring in a Math lesson that involves problem solving with embedded Math concepts -  These will be analysed after the lesson. ||  Elementary: Issues and Perspectives Chapters 1-4 Secondary: Issues and Perspectives Chapters 1-4 || -   Knowledge -  Demonstration and modeling -  Practice -  Peer Coaching || -  Book talk/Facilitation -  2 teachers (1econdary and 1 elemetary) will bring in a Math lesson that involves problem solving with embedded Math concepts -  These will be analysed after the lesson. ||  Elementary: Designing and selecting problem based tasks Chapter5 Secondary: Selecting Quality tasks for problem based teaching. Chapter 5 || -   Knowledge -  Demonstration and modeling -  Practice -  Peer Coaching || -  Book talk/Facilitation -  2 teachers (1econdary and 1 elementary) will bring in a Math lesson that involves problem solving with embedded Math concepts -  These will be analysed after the lesson. ||  Elementary: How to focus the Math Curriculum on solving problems Chapter6 Secondary: Phasing Problem – Based Teaching into a Traditional Educational Environment.Chapter 13 || -   Knowledge -  Demonstration and modeling -  Practice -  Peer Coaching || -  Book talk/Facilitation -  2 teachers (1econdary and 1 elementary) will bring in a Math lesson that involves problem solving with embedded Math concepts -  These will be analyzed after the lesson. ||  Elementary: Establishing Classroom Social and Sociomathematical Norms for Problem Solving Chapter 9 Listening to Children: Informing Us and guiding our Instruction Chapter 7 Secondary: Social and Sociomathematical Norms in the Mathematics Classroom. Chapter 10 The teachers Role in teaching Mathematics through Problem Solving Chapter 9 || -   Knowledge -  Demonstration and modeling -  Practice -  Peer Coaching || -  Book talk/Facilitation -  2 teachers (1econdary and 1 elementary) will bring in a Math lesson that involves problem solving with embedded Math concepts -  These will be analyzed after the lesson ||  Elementary: What Research tells us about teaching Mathematics through Problem Solving Chapter 15 Secondary: Teaching Mathematics through problem Solving: Research Perspectives Chapter 16 || -   Knowledge -  Demonstration and modeling -  Practice -  Peer Coaching || ** …continuing along the continuum at the school level….. ** ** YEAR 2 ** Overview: o  Key Note Speaker (family of schools) – ½ Day o  Grade Groups (el.) Grade and Level Team Consolidation – ½ day)   o   Monthly Lunch and Learns (Expert sharing with staff at school), reaching staff at schools within the Family of Schools  ** PD Day **  During the school professional development days in the fall the entire teaching compliment of the family of school staff (K-12) will meet for the of the PD day 9:00 – 3:00). The first hour and a half will be a key-note speaker who will focus on teaching through problem solving, specifically as it relates to patterning and algebra. The presentation will be hands on, and involve information drawn from the entire curriculum. Theory, related to teaching patterning and algebra using graphic organizers will be shared, and the key note speaker will model a sample solution using problem solving/ questioning…etc. Following the key-note speaker, the teacher groups will meet in grade groups (K-8), and Grade and Level teams (9-12) to consolidate the information learned. During this consolidation phase teachers will share their learning, discuss the theory, and participate in developing and responding to mock questions. Teachers will support each other throughout the process. From 2-3 teachers will meet in their school teams / division groups and develop a plan to implement one or two new learning’s into their classroom practice. Teachers will be responsible for reporting back to their division on their successes with this during an upcoming division meeting. Justification: ·  Reaches the entire staff compliment ·  Provides baseline information so that everyone understands the initiative being undertaken ·  Provides a forum for teachers to incorporate new learning into practice and holds teachers accountable based on requirement to report back to group. Moving along the CBAM: ·  Educators will be provided with information about the goal and how they will be impacted by it. For those who have already moved beyond stages 1 or 2 on the CBAM continuum, will be exposed to information higher on the scale. Mathematical Literacy Support Plan: ·  **Conceptual Understanding**: Draws from and provides some of the core knowledge related to teaching, and connecting it so that it can be used meaningfully throughout instruction ·  **Fluency:** Supports teachers in developing a repertoire of routine (i.e. approach to teaching problems, addressing misconceptions….) ·  **Strategic Competence:** Some supports surrounding how to make decisions surrounding instructional planning will be addressed during the key note speaker and in the focus groups. ·  **Adaptive Reasoning:** During the focus groups, teachers will have the opportunity to reflect on an explain one’s instructional practices to work with a peer and develop strategies to improve instructional proficiency. ·  **Productive Disposition**: The belief that math makes sense and that teachers are capable learners in this area will be addressed through overall atmosphere, the language used…etc. Timeline: 1 day (fall PD day), fall year one ** Lunch and Learns ** The expert group (Subject Matter Experts), will meet with teachers during lunch for informal lunch and learn share sessions. This will provide teachers at the school insight into this family of schools initiative and the opportunity to share ideas related to the family of school goal. The expert will facilitate these groups taking the position of a SME and coach depending on the nature of the conversation. The lunch and learns are voluntary however, treats will be provided as an incentive for participation Justification: ·  Informal nature of the session is non-threatening to educators ·  Information sharing will support teachers in development of knowledge, and essential understandings <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA"> Moving along the CBAM ·  The teachers at our family of schools identify as CBAM stage #1. The Lunch and Learn sessions will give them the content information and start to integrate conversations on this information / will affect the teachers in their individual classrooms. Therefore they will be moving slowing towards level 2. Mathematical Literacy Support Plan: Due to the informal nature of these sessions, the primary focus in terms of the Literacy Support Plan is the development of conceptual understanding (through providing core knowledge) and productive discipline (since it incorporate positive language and will generate excitement over the initiative) Total time October – May, Year One Total Participants: 9 schools x 10 people per school = 90 staff / month ** Professional Learning Community ** A professional learning community (PLC) will be established in each school, years 3 - 5. The Professional Learning Communities will include: ·  Literature review (information shared by the SME, based on the readings from the family of school meetings information learned from the Japanese Lesson Study…etc.) ·  Modeled responses to student work (i.e. on dvd) ·  CASL ·  Collaboration ·  Peer Coaching / Mentoring This has been built into the PD plan to build capacity at the school level. Within the family of schools, ownership for professional development and a transfer of knowledge is taking place so that the initiative becomes embedded into the school and the initiative will be supported from within once the initial period of funding concludes. Total time October – May, Year One – Year Three, half day/session. ** CASL (Collaborative Analysis of Student Learning) ** Adapted from: Collaborative Analysis of Student Work, Langer, G.)  Why is CASL so powerful (, because of the four stages of analysis cycle: 1. work is observed without judgment 2. the group collectively analyzed the work to understand the students progress 3. The group works together to create a plan 4. the teacher implements the plan through trying the strategies and suggestions offered by the group Process (to be done broken into divisions / grade levels for maximum effectiveness): ·  Each teacher identifies a couple students to discuss with focus group (questioning must pertain to specific mathematical target) ·  Group discusses the student sample and helps support educators in identifying what the specific student needs and what can be done by the teacher to help them achieve these needs ·  Teachers reflect on their own assumptions and personal understandings throughout the process ·  Probing questions are asked throughout the session (i.e. what does the student’s work tell you about the success of the strategies you used? What additional information or data do you need to more fully understand the students learning before you can decide which action to take? What questions are raised as you look at the work? You said you modeled on the board; explain how you did that and help us see how that might have helped or hindered Susie’s work?) ·  Peer Coaching is embedded into the CASL program. ** Professional Learning Community ** Justification: ·  Reaches the entire staff compliment ·  Authentic support for teachers that can be implemented into his/her programming immediately ·  Creates and fosters a collaborative community where teachers share expertise and coach one another ·  Provides a forum for teachers to incorporate modifications and best practices into practice ·  Holds teachers accountable based on requirement to report back to group. Moving along the CBAM: ·  Professional Learning Communities will support staff in moving through the CBAM scale. PLC’s have some differentiation built into them since staff whom are at different levels of understanding will be able to tailor their learning’s to their needs. Mathematical Literacy Support Plan: ·  **Conceptual Understanding**: Using a variety of techniques, the PLCs will draw from and provide some of the core understandings related to teaching. The discussion will be related directly to classroom practice (in particularly though the CASL model). ·  **Fluency:** Through questioning strategies, the CASL model supports teachers in developing a repertoire of routine (i.e. approach to teaching problems, addressing misconceptions….). This will also be supported through watching the instructional videos, sharing and discussing literature…etc. ·  **Strategic Competence:** Supports regarding making decisions surrounding instructional planning will be drawn out through probing questions, mentoring, and coaching. ·  **Adaptive Reasoning:** During the professional learning community, teachers will have the opportunity to reflect on instructional practices and work with colleagues to develop strategies which improve instructional proficiency. ·  **Productive Disposition**: PLC’s will support the development of productive disposition since it will support teachers in making connections and share understandings. The atmosphere will be positive.
 * SEPTEMBER (full day PD – at the board office) **
 * OCTOBER (half day PD – at the board office) **
 * Agenda || Chapter || Training Component ||
 * -  Discuss tentative 1-yr plan
 * Agenda || Chapter || Training Component ||
 * -  Read chapter
 * NOVEMBER (second half day PD – at the board office) **
 * Agenda || Chapter || Training Component ||
 * -  Read chapter
 * DECEMBER **  **(half day PD – at the board office)**
 * Agenda || Chapter || Training Component ||
 * -  Read chapter
 * JANUARY (half day PD – at the board office) **
 * Agenda || Chapter || Training Component ||
 * -  Read chapter
 * FEBRUARY (half day PD – at the board office) **
 * Agenda || Chapter || Training Component ||
 * -  Distribute second book
 * MARCH (half day PD – at the board office) **
 * Agenda || Chapter || Training Component ||
 * -  Read chapter
 * APRIL (half day PD – at the board office) **
 * Agenda || Chapter || Training Component ||
 * -  Read chapter
 * MAY (half day PD – at the board office) **
 * Agenda || Chapter || Training Component ||
 * -  Read chapter
 * JUNE (half day PD – at the board office) **
 * Agenda || Chapter || Training Component ||
 * -  Read chapter
 * ** PD Day Budget ** || || || ||
 * Coffee / Meals teachers || 165  ||  $ 15.00 ||  $2,475.00 ||
 * Coffee / Meals instructors || 10  ||  $ 15.00 ||  $ 150.00 ||
 * Thank you gifts || 15  ||  $ 10.00 ||  $ 150.00 ||
 * General Supplies || 1  ||  $ 100.00 ||  $ 100.00 ||
 * Space (highschool) || 1  || ||  in-kind ||
 * Guest Speaker || 1  ||  $ 4,000.00 ||  $4,000.00 ||
 * || || || $6,875.00 ||
 * ** Lunch and Learn Budget ** || || || ** Total ** ||
 * Incentive || 9 x 8 || $ 6.00 ||  $ 432.00 ||
 * ** Professional Learning Community Budget ** || ||
 * ** PD Day Budget ** || ** QTY ** || ** Cost/Item ** || **  Total ** ||
 * Supply Teachers per 1/2 day || 165 teachers || $ 100.00 ||  $ 16,500.00 ||
 * |||| 8 (½ days per teacher) || $ 132,000.00 ||
 * Three Years PLC || 24 ( ½ days total) || $16,500.00 ||  $ 396,000.00 ||
 * Three Years PLC || 24 ( ½ days total) || $16,500.00 ||  $ 396,000.00 ||

Potential Challenges within the PD Plan **
 * Strengths of the PD Plan **
 * Encouraged collegiality within and between elementary, intermediate and secondary school teachers
 * PD is focused and works towards the common goal
 * Teacher turnover – this could be addressed by having minutes, and establishing partners within the group (so that if someone is absent/there is a turnover, someone specific is available to support the person). Larger schools may have less of a concern over this since they may have two representatives within the SME team. In those cases, the new member could be supported and coached by the pre-existing member until they are brought up to speed
 * Superintendent / Admin turnover might cause the educational focus to shift from mathematics to another subject. This may be avoided by embedding this initiative within a formalized policy, and/or ensuring that support is maintained so that people would advocate to maintain the program if change occurred.
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA">Maintaining Norms – maintaining norms can sometimes be difficult in a group that meets monthly. Everyone arrives to the meeting with their own goals and ideas on how the objective can be best accomplished. One way to minimize this is constantly referring back to the norms, using the SMART <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA">goal, acknowledging the process of    group establishment, addressing conflicts as they arise and following the suggestions in the ‘Facilitating Uphill’ book.