“Math Practices in Action” PD Series and “Promising Practices” PLC

“The dramatic shift in teaching prompted by the common core will require practical, intensive, and ongoing professional learning—not one of ‘spray and pray’ training that exposes everyone to the same material and hopes that some of it sticks.” --Stephanie Hirsh, Executive Director, Leaning Forward

Overview

As a CCSS Teacher Facilitator for Elementary Mathematics my role is to support implementation of common core instruction in mathematics at each of the 18 schools in my network of schools.  The “Pathways to Common Core Planning” professional development module (Project 1) was developed to provide all K-5 teachers in ESC-West with a comprehensive overview of common core instruction and planning, but did not fully address specific grade level concerns of teacher participants.  In order to reach and attend to the varying needs of all schools within my network of schools, I designed and facilitated a series of after school professional development opportunities in addition to establishing a “Promising Practices” professional learning community (PLC) that meets monthly.

“Math Practices in Action” PD Series

After the first wave of teachers who received the K-5 common core module, the feedback indicated that teachers wanted subsequent support that was more grade level specific. In order to meet those needs for the teachers within my network of schools, I developed and provided a series of after-school (2 hour) professional development opportunities that were grade level specific and targeted a specific math content domain within the context of engaging students in the eight mathematical practices.  Teachers were able to attend on a volunteer basis after school and principals had the option of paying teachers training rate for attending.

Teachers really appreciated the hands-on task-based framework of the after school series and left feeling a lot more knowledgeable about the standards for mathematical practice.

“Promising Practices” PLC

The first thing I did was to meet with each the principals for each of the schools in my network.  During the initial meeting, the principal and I discussed the results of a needs assessment and how I could best support her staff.  During those meetings, I learned that 13 of the 18 schools have out-of classroom instructional support personnel (coordinators and/or coaches) who are already leading the professional development at their school sites.  Those principals expressed interest in having me support the instructional leaders at their school sites who have already been working on common core implementation.  The idea of establishing a “Promising Practices” PLC came about to meet those needs.

The first meeting of the “Promising Practices” PLC was held on February 14, 2014 and was met with great enthusiasm from the participants.  Their feedback indicated that they were eager to share the work that they have been doing at their school sites as well as learning about what others have done at their respective schools.  Each subsequent meeting has focused on providing the participants with the latest information of district initiatives related to common core and a short presentation from two PLC members about the current work at their sites.  In addition, I always present one common core math strategy or resource that they can take back to their schools.

Key Responsibilities

• Promote a knowledge base of CCSS
• Assist teachers, coordinators, and coaches by demonstrating and modeling
• Practice strategies and provide feedback through peer-coaching as a follow-up to professional development
• Plan with teachers, coordinators, and coaches
• Develop, plan and facilitate on-site professional learning
• Participate in and provide on-going and extensive professional development in CCSS

Reflection

I received positive feedback from both initiatives and am planning on developing both further for next year.  I also added an online component to extend both the “Math Practices in Action” after-school PD and the “Promising Practices” PLC by utilizing todaysmeet.com as a forum for participants to interact live during our meetings.  Additionally, I set up a CCSS support group on edmodo.com, which currently has 36 members and is open to all of our K-5 teachers as a forum for them to share or access common core resources online.  It is also a quick and easy way for teachers to contact me; teachers often post questions, and I am able to provide them with an almost immediate response, often sharing files or links directly with them.  It’s even more exciting when another teacher member answers or helps before I do, because it indicates that teachers see this forum as a safe space to foster professional growth and collaboration with colleagues!

CPSEL Connection

Standard 1 - A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.

Standard 2 - A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

Standard 3 - A school administrator is an educational leader who promotes the success by ensuring management of the organization, operations, and resources for a safe, efficient, and effective environment.

Standard 5 - A school administrator is an educational leader who promotes the success of all students by modeling a personal code of ethics and developing professional leadership capacity.

Standard 6 - A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

Supporting Documents

• "Math Practices in Action" After-School PD Flyer
• After-School PD Feedback
• "Promising Practices" PLC Agenda
• PLC Feedback