Common Core Mathematics Facilitator, LAUSD-ISIC

Overview

My main role as a Common Core Mathematics Facilitator in ISIC for the past school year has been to design and facilitate professional development for ISIC teachers at PD Centers, at my network and regional support school sites, as well as to be an additional resource in planning and running the monthly principal meetings for my instructional director as part of the Regional Support Team (RST). Moreover as a Common Core Mathematics Teacher Facilitator serving two elementary schools, three middle schools, and three high schools in support of our regional support team network in the eastern geographical part of the LAUSD, I have participated in school reviews and in providing logistical and training support for various interim, diagnostic, and summative assessments required in LAUSD.

The year began with a vision, mission, and strategic plan to carry out that mission as part of my instructional director’s network and specifically in my role as a Common Core Math Teacher Facilitator. I had also revised and finalized the elementary math menu of services document into Professional Development (PD) series with implementation support and feedback in between learning experiences based on two seminal reports on effective professional development for teachers and based on feedback from the Common Core Director, the Elementary Math Coordinator, and the other Common Core Elementary Math Facilitators. This document provided school sites with PDs organized in series so they could select PD to meet the needs of their teachers in implementing the Common Core State Standards in Mathematics and it served as the model template for the other content areas menu of services documents for both elementary and secondary. The PD series in the ISIC Menu of Services documents would be facilitated by the Common Core Teacher Facilitators and Specialists in any content area for elementary and secondary school sites.

Coming into the year I thought I would only be working with elementary schools, but due to a new structure meant to support schools as teams, I was now called on to support middle schools and some high schools. At ten weeks into the year providing professional development became harder due to a change in leadership in the district, but through problem solving with the regional support team and the schools the mission continued. By the end of the year I had delivered 30 PD learning experiences in implementing the Common Core State Standards in Mathematics (CCSSM) Content and Practices in two elementary schools, 6 PD learning experiences in implementing CCSSM in two middle schools, and 3 PD learning experiences in implementing the CCSS in two high schools with more than half co-planned and co-facilitated with the instructional coach at the school site or other Common Core Content Teacher Facilitators. Moreover I co-facilitated an additional eight PD learning experiences in planning a problem-based lesson and early numeracy at the elementary PD center in ISIC. Furthermore I co-designed and co-facilitated three professional development learning experiences for the 25 regional network principals on the topics of Common Core Math Instructional Shifts and Practices, Formative Assessment Cycles, and Creating or Evaluating Assessment Systems at a School Site using a Logic Model. At the end of the school year I volunteered to lead the work in collaboration with others to archive the Elementary Common Core Math PD delivered over the course of 18 months as part of the ISIC Professional Roadmap Archive Project, which both served as celebration of our work together and depository for moving the work forward in our future roles in the new local districts.

Strategic Planning for My Network of Schools

At the very end of the previous year my very knowledgeable instructional director took the Common Core ELA Teacher Facilitator and myself through the strategic planning process. By the end of the process we had developed our core beliefs, mission and vision statements, goals, and key strategies all of which comprised our strategic plan. Included in this strategic plan were two of my own goals, which I from the perspective of all my math colleagues, and the key strategies aligned with those goals as a Common Core Mathematics Teacher Facilitator. My first SMART Goal was by May 2015, 50% of teachers are teaching math through a problem-based, student-centered approach as measured by observation, teacher survey data, and evidenced by teachers using a three-phase or CGI problem solving lesson structure at least once a week. My second SMART Goal was by May 2015, 100% of teachers will have planned together in grade level teams a CCSSM standards-based unit of rigorous math lessons and completed a lesson study or analyzed student work via plan/deliver/reflect/revise cycle in math as measured by the PD tracker.  My key strategies for both goals included finalizing the Elementary Math Menu of Services document, completing the PowerPoint presentations for the PDs in each series, meeting with the principals and Instructional Leadership Teams (ILTs) of the schools in my network, adapting these PD series and implementation support through co-planning with the instructional coach, and finally co-facilitating the PD series and implementation support with the instructional coach.

Because of a change in district leadership, PD and implementation support were limited to times when substitutes were not required in October 2014 through February 2015, which allowed for PD only during Banked Time, afterschool, and Saturdays. As a result two third grade lesson study cycles on teaching problem-based math lessons were canceled, but were replaced with much shorter 1-hour grade level number string study cycles later in the year. Despite these obstacles I was still able to complete the teaching through problem solving PD series at one elementary school and the CGI PD series at another school by the end of the school year.  The first SMART goal was not accomplished because teachers received the training so late in the school year and implementation through coaching could not occur due to end of the year standardized testing. The second SMART goal was nearly accomplished by the start of the second semester for 75-80% of elementary teachers in ISIC through the delivery of a two-day Common Core Institute which included planning a problem based lesson, delivering that lesson, and analyzing student work collectively in grade level teams. The progress made with both goals due to a number of factors including the PD restrictions mentioned above was still something I’m proud of and in reality the first SMART goal was probably an 2 year goal.

Organizing Professional Development Through the Creation of the ISIC Elementary Math Menu of Services

"If school districts want teachers to change instruction, the implementation stage must be included and supported more explicitly in professional development offerings as this is the critical stage where teachers begin to commit to an instructional approach."-Allison Gullamhussein (2013)

In preparing for our goal in the previous school year of providing professional development on Common Core State Standards in Mathematics (CCSSM) Implementation with a focus on the instructional shifts and Standards for Mathematical Practices (SMPs) all of the Elementary Common Core Mathematics Teacher Facilitators and ISIC Mathematics Coordinator brainstormed and decided on a small group of high leverage topics. These related to planning, to learning about the CCSSM and SBAC, teaching through problem solving, and the interim assessment cycle. These PD offerings were presented to principals for delivery at their schools as unconnected professional learning experiences delivered in isolation and without mention of implementation support or feedback to refine instructional practice. Therefore after reading a report by the Center for Public Education called Teaching the Teachers I reflected upon our PD offerings for elementary schools and decided to organize them into professional development series of interconnected professional learning experiences with implementation support and feedback provided between learning experiences in the sequence. The metaphor that best captures this idea is delivering PD as if it was a multi-course meal in a fine French restaurant, instead of a la carte, which provides opportunity for new learning to be digested in chunks and practiced with support and feedback. I presented this revised ISIC Elementary Math Menu of Services document to the ISIC Common Core Director and she liked the idea. I presented this approach to organizing PD to all of the other Common Core Teacher Facilitators and Specialists and it was adopted in its format and purpose for the other content areas including ELA, Science, and Social Science for both elementary and secondary PD menu of services to provided to schools based on their needs. Furthermore it inspired a similar document by another Education Service Center (ESC) in LAUSD. I presented the original document, which included five PD series, in detail to the other Elementary Math Common Core Teacher Facilitators in June of 2014 and it was revised based on their input. It was finalized in August of 2014 with three PD Series on the topics of Teaching Through Problem Solving (3 PDs), the ISIC Interim Assessment Cycle (4 PDs), and Common Core Boot Camp (3 PDs). We then created many of the PowerPoint presentations and decided on the handouts together. In the first month of school my Common Core Director asked me to present an overview of the Elementary Math Menu of Services as well as one of the fully developed PDs, which was vetted by my Elementary Math Coordinator, at an unveiling to instructional directors and principals, and other ISIC instructional staff. This I did and framed this work with a vision statement and the two SMART Goals, which were part of the strategic plan created with my instructional director.

Due to the organization of PD as structured in the Elementary Math Menu of Services I was able to provide coherent, job embedded PD, with modeling and some rehearsal for at least one complete series for two elementary schools and two middle schools during this school year. I shared my work with my colleagues, who also began to deliver the Number Talk PD series at their network schools according to the needs of each school. The PD series I provided in partnership with instructional coaches included the Teaching Through Problem Solving PD Series and the Number Talks PD Series, which became an off menu series branching off from the Common Core Boot Camp PD Series. These PD Series provided professional learning that was connected, focused, and  coherent, and also provided implementation support with some feedback from either their peers or myself and very much embraced the principles in the Center for Public Education report. At the end of the year I appended the Elementary Math Menu of Services with additional PD Series for use as an instructional coach or a school leader with a strong vision for professional learning for my staff.

CCSSM Professional Development for Garvanza Elementary

One of the elementary schools in my district was Garvanza Elementary, a pilot school. Early in the school year my instructional director, several members of the RST, and I met with Garvanza’s ILT and we learned about their SMART Goals including addressing aspects of school wide instruction, parent engagement, the school environment, the development of an authentic ILT, full integration with general and special education students, the creation of subcommittee for school culture and climate, and finally the development of school wide foci for CCSS PD including tools for data collection including look-fors, rubrics, and checklists. Garvanza Elementary had quite the thirst for professional learning in implementing the CCSSM and after meeting with the Instructional Leadership Team in September they scheduled a total of 49 hours of PD around CCSSM implementation by the end of February at a cost of over $5,000 due to the use of substitutes. This demonstrated extraordinary vision and commitment to the professional learning of her teachers by the principal and I was enthusiastic about the opportunity to provide this PD for her teaching staff in partnership with the intervention coordinator, who I also planned to support in building capacity with the CCSSM by co-planning and co-facilitating as many of these experiences as possible.

By the end of the school year I had facilitated 33 hours of PD and implementation support and feedback, a majority of these hours in partnership with the intervention coordinator through 2 complete PD series and one PD in another series, including some level of implementation support and feedback. I documented all of these PDs through a Google Form which served as dashboard and included indicators aligned to ISIC’s Strategic Plan, Michael Fullan’s Right Drivers, and the Aspen Institute Guide for Common Core Implementation.  This dashboard was used by the ISIC Superintendent and Common Core Director to provide information on a regular basis about ISIC’s work in their meetings with the LAUSD Superintendent where they communicated ISIC’s needs and accomplishments. Specifically the PD at the Garvanza included Teaching Through Problem Solving Series for all third through sixth grade teachers and the first PD in the series for all K-6 teachers, the Common Core Standards for Mathematical Practice PD from the Common Core Boot Camp Series, which eventually lead to an off menu of services PD series on Number Talks. This Number Talks PD series including grade level specific implementation support through a Number String Study Cycle, a mini lesson study cycle, which included co-planning a number string, co- rehearsing a number string with in the moment coaching feedback from myself, and debriefing the rehearsal based on multiple pieces of data collected during the rehearsal and facilitated through a discussion protocol. The idea of adding a rehearsal came out of my own piloting of a new approach (developed by UCLA, the University of Washington, and the University of Michigan) to support teacher learning of ambitious mathematics teaching based on core teaching practices, core normative principles, and mathematics content knowledge through the use of instructional activities (choral counting, number talks, number strings, and solving word problems) and the Cycle of Enactment and Investigation in two elementary schools including Garvanza. In addition in support of teaching implementation of number strings the principal purchased number string instructional materials for every teacher at cost of $900, upon my request, and I provided teachers with teaching supports including a step by step teaching protocol for number strings and a number strings implementation checklist aligned to the protocol.  Moreover the intervention coordinator and I co-facilitated the first PD in the ISIC Interim Assessment Cycle Series in deconstructing the second LAUSD interim math assessment through a protocol for the entire staff, which ended with each grade level developing a SMART Goals and backwards planning a mini-unit to support students in preparation for the interim assessment. The results of this deconstructing the interim assessment PD  later revealed a large increase in the percentage of students at the proficient level from the first to the second interim assessments, especially in the second, third, and fourth grades.

Finally I was able to support one teacher individually through a observation-feedback cycle which included co-planning a number string, a pre observation conference, a classroom observation of the number string taught by this teacher, and a post-observation conference.

The difference between scheduled and actual delivered PD hours at Garvanza was due to the cancellation of the rest of the Teaching Through Problem Solving PD Series for Primary teachers and the cancellation of a lesson study cycle (12 hrs) for third grade. These PDs required the use of substitutes and thus based on the new restrictions in place for PD mandated due to a district change in leadership were canceled.  However based on teacher evaluation feedback, the intervention coordinator’s letter of recommendation documenting our work, and feedback of the principal Garvanza made great progress towards the implementation of the CCSSM.

Professional Development for Principals on Assessment Cycles & the Building and Evaluation of Assessment Systems

“Assessment systems must provide a variety of decision makers with a variety of different kinds of information in different forms at different times to support or to verify student learning.“-Rick Stiggins and Dan Duke (2008)

Another aspect of being a Common Core Facilitator was supporting the planning and running of the monthly principals meetings as part of the Regional Support Team (RST). We have 25 principals in our region of ISIC. One of my main roles was in providing professional development for principles during these meetings.  This I did by co-planning and co-facilitating with other RST members on the topic of assessment systems at a school site. The first PD I co-facilitated with the secondary Common Core Mathematics Teacher Facilitator and an instructional director from my RST for principals was on the topic of interim assessments and data analysis, which introduced principals to the tool EQuIP Student Work Analysis Protocol to be used for an interim or common formative assessment cycle. The PD was also focused on the idea that interim assessments are assessments of learning that teachers in PLCs use formatively with tools like the EQuIP Student Work Analysis Protocol. The second PD I co-facilitated with my instructional director for principals was on the topic of a assessment leadership and more specifically establishing a balanced assessment system, which includes minute by minute, daily lesson, and weekly formative assessment in addition to the district interim assessments and the Smarter Balanced Assessments. Principals were tasked with using a logic model to evaluate or backwards map the inputs including resources and people, the outputs including activities and participation, and the short, medium, and long term outcomes which comprised their school’s assessment system.  The activities can include PD on formative assessment, all phases of assessments cycles calendared, data analysis dates calendared, and communication of assessment data to all stakeholders. Participation includes roles and responsibilities, and outcomes include formative assessment data, interim assessment data, and SBAC assessment data. The purpose of this was to make visible and evident the school’s assessment system as a bridging of the short term outcomes based on the formative assessment process which occurs on a minute-by-minute, daily lesson and weekly basis to the medium and long term outcomes determined by SBAC/District/School interim assessments given every 4-6 weeks and the SBAC summative assessment given at the end of the school year. This ensures that the SBAC targets and claims and major work of the standards in ELA and Math are measured and analyzed based on student progress during short term assessment cycles, as well as student achievement as part of medium and long term assessment cycles. It also means that systems and structures are in place for successful prevention of remediation or intervention due to effective school wide implementation of the formative assessment process.

At the end of the first PD on interim assessments and data analysis several principals signed up for additional PD support with the different phases of the interim assessment cycle. In the moment participation and feedback from the 12 principals who attended our workshop was positive and we answered several questions and were able to gather data about what was needed to support their schools as it related to the phases of an interim assessment cycle.

For the second PD I collaborated with my instructional director on the timeline for our originally scheduled 30 minutes based on the initial principal’s meeting agenda and then designed the PowerPoint presentation based on my own learning from the ED 411 and 420A course content in UCLA’s Principal Leadership Institute.

The ISIC Archive Project: A Professional Roadmap for Common Core Implementation

After finding out that our Education Service Center (ESC), ISIC, would not be included in a reorganization of the LAUSD local districts for the next school year it was determined that it would be important to archive all of the work of ISIC from the past year. The goals of this project would be not to just to archive all the work we did as an ESC but to take this work with us into our future local districts. This became known as the “ISIC Archive Project” and one major area of ISIC’s work to archive was PD created and delivered towards the goal of full CCSS implementation by the end of the school year. I volunteered and was assigned the task of creating Google Drive folders and a PD Navigation Guide that would describe the “why”, the “what”, and the “how” of the Elementary Math Common Core Institute known as 2+1, and the Elementary Math Menu of Services. I also supported ISIC’s Elementary Math Coordinator by creating and organizing a Google Folder for the Early Numeracy PD we provided at one of ISIC’s PD Centers for two cohorts of K-2 teachers across the district.

I organized, created, and uploaded the folders with presentation and handout materials for the Elementary Math Menu of Services PD Series and created the PD Navigation Guide with hyperlinks to each PD Series folder in the ISIC Menu of Services Google Drive Folder just in time for the April learning leaders meetings attended by all the instructional directors in ISIC. A few weeks later I created and organized the Google Drive Folders with presentation and handout materials for the Early Numeracy PD before sharing these folder with the ISIC Elementary Math Coordinator who would upload them.  Later at a meeting with the Elementary Math Coordinator and other Elementary Common Core Math Facilitators I suggested we meet for two days to standardize the grade level Common Core Institute Elementary Math PDs and handouts, after which I created the Google Driver Folders and shared them with the ISIC Elementary Math Coordinator to upload to the ISIC Common Core Institute Archive folder.

The unveiling of the ISIC Professional Roadmap website , though under construction, with an archive of all the ISIC’s work in the areas of Common Core, Innovation, Data-Driven Decision Making, Instructional Leadership Team, Instructional Rounds, and Instructional Supervision took place in the middle of May at the last principal’s meeting. It was presented by the Superintendent of ISIC, my instructional director, and another instructional director beginning with a celebration of ISIC’s major accomplishments in three years of existence, a brief presentation of the website with its purpose in serving as a bridge to the continued work of ISIC in the new local districts LAUSD after this current school year ends.

CAPEs Connections

CAPE 1-Developing and Articulating a Vision of Teaching and Learning for the School Consistent with the Local Education Agency’s Overall Vision and Goals

The strategic planning, which produced both collective and individual goals and key strategies aligned with ISIC’s strategic plan and goals, supporting me in creating a vision for ISIC’s Elementary Math Menu of Services with PD series and implementation support and feedback was student centered and involved multiple measures of data in support of the vision. Thus this work connects to and addresses specific aspects of CAPE 1.

CAPE 3-Leading by Example to Promote Implementation of the Vision

Despite obstacles, especially restrictions on PD where substitutes were required, which could have derailed the vision of the ISIC Elementary Math Menu of Services in being delivered to school I worked with school ILTs to schedule PDs afterschool, on Saturdays, and when grade levels had psychomotor. This did prevent SMART goals aligned to the vision from being fully realized, but an amazing amount of progress was still made towards the vision established for the school year. Moreover I sought to lead by example in having a solutions oriented attitude when obstacles came in the way. Thus this work connects to and addresses specific aspects of CAPE 3.

CAPE 4- Sharing Leadership with Others in the School Community

In the seeking to share and distribute leadership with either the instructional coach or intervention coordinator as well as to build capacity I co-planned or co-facilitated 2 out every 3 PD hours delivered at the two elementary schools and 100% of PD delivered at the two middle schools in my network. Moreover I co-planned and co-facilitated every PD delivered at the PD Centers including the Common Core Math Institutes and Early Numeracy PDs. This was also true for the delivery of PD with other RST members at principal meetings. Thus this work connects to and addresses specific aspects of CAPE 4.

CAPE 6-Evaluating, Analyzing, and Providing Feedback on the Effectiveness of Classroom Instruction to Promote Student Learning and Teacher Professional Growth

I completed on observation feedback cycle with a teacher at Garvanza Elementary. This included analyzing observational data based on the teacher’s goals for improvement with teaching number strings. Moreover this observation feedback cycle included providing timely feedback based on my own knowledge and experience in teaching number strings and in questioning techniques grounded in the content area of mathematics. Thus this work connects to and addresses specific aspects of CAPE 6.

CAPE 7- Demonstrating Understanding of the School and Community Context, including the Instructional Implication of Cultural/Linguistic, Socioeconomic, and Political Factors

My regular documentation of PD services provided to schools supported the ISIC Superintendent in providing information on ISIC’s work with the LAUSD Superintendent about our needs and accomplishments. This was crucial within the context of the larger political realities in LAUSD. I took this task seriously knowing it could impact the instructional initiatives in ISIC and could contribute to the success and longevity of ISIC. Thus this work connects to and addresses specific aspects of CAPE 7.

CAPE 11-Identifying and Using Available Human, Fiscal, and Material Resources to Implement the School Growth Plan

My advocating for the scheduling of CCSSM PD series aligned with Garvanza’s SMART goals in meetings with the Garvanza ILT directly lead to a scheduling of 49 hours of PD and the purchase later in the year of $900 dollars worth of instructional materials to support all of Garvanza’s teachers in implementing the Common Core Standards for Mathematical Practice through the teaching of daily number strings. Moreover I provided observation tools aligned to this work for formative observations by the principal of Garvanza and ILT and teaching supports for Garvanza’s teachers in the form of problem-based lesson and number string lesson planning templates, and teaching protocols and checklists for these high leverage instructional activities. Thus this work connects to and addresses specific aspects of CAPE 11.

CAPE 13-Modeling Life-Long Learning and Job-Related

Some of the PD delivered at Garvanza Elementary was first delivered at the other elementary school in my network, Roybal-Allard Elementary. This meant that I had the experience of delivering the PD before hand, a real world field test, and also feedback from teachers and the instructional coach. When planning with the intervention coordinator at Garvanza in preparation for co-facilitating this same PD I was able to make adjustments and share my learning with her based on my experience of already delivering the PD. This modeled my own self-improvement process and when PD was delivered more than once to different grade levels I sought out feedback from the intervention coordinator and made adjustments for the next delivery of the PD. Thus using multiple measures of data I modeled self improvement and job-embedded professional learning.  Thus this work connects to and addresses specific aspects of CAPE 13.

CAPE 14-Helping Teachers Improve their Individual Professional Practice Through Professional Growth Activities

PD I designed with others or by myself was heavily influenced by the use of Adaptive School strategies which itself are supported by adult learning theories. Later in the year based on my own learning I also began to design PD based on the adult learning theories of situated cognitive, cognitive apprenticeship, and communities of practices. Furthermore based on meeting with the ILTs of all the schools I served, PD was delivered that aligned with the schools’ growth plan or PD plan initiatives aligned with school goals. Moreover as much as possible PD was differentiated by grade level in an elementary setting or by department in a secondary setting in alignment with the Center for Public Education’s Teaching the Teachers report. Thus this work connects to and addresses specific aspects of CAPE 15.

CAPE 15-Identifying and Facilitating a Variety of Professional and Personal Growth Opportunities for Faculty, Staff, Parents, and Other Members of the School Community in Support of the Educational Program.

In co-planning and co-facilitating PD at my network of schools I involved the intervention coordinator or instructional coach at the school because of their knowledge of the instructional priorities and the teaching staff and to build their own capacity in implementing the CCSSM. Because LAUSD is so large and organized into five ESCs I networked with Common Core Math Facilitators in three of the other four ESCs to find out what PD they were delivering and to share what ISIC was doing. This meant that I had access to a far greater archive of PD material, which I used and modified when co-planning and co-facilitating with either the instructional coach or intervention coordinators at several of my network elementary and middle schools in alignment with each school’s needs. Thus this work connects to and addresses specific aspects of CAPE 15. Moreover in alignment with ISICs strategic plan I co-planned and co-facilitators PD with other Regional Support Team (RST) members to support the professional learning of 25 principals in our RST. Thus this work connects to and addresses specific aspects of CAPE 15.

CAPE 16- Understanding and Managing the Complex Interaction of All of the School’s Systems to Promote Teaching and Learning

Based on the Center for Public Education’s Teaching the Teacher Report and NSDC’s Professional Learning in the Learning Profession report I was able to apply systems thinking both to the organization of PD in the creation of ISIC Elementary Math Menu of Services document and in my delivery of PD in a series with implementation support and feedback at the actual school sites. Thus this work connects to and addresses specific aspects of CAPE 16.

In delivering a PD on assessment leadership and the mapping of the assessment system at their schools using a logic model I supported principals in applying systems thinking at their school to support their schools’ long-term outcome of student achievement school wide on the Smarter Balance summative assessments. Thus this work connects to and addresses specific aspects of CAPE 16.

CAPE 18-Implementing California School Laws, Guidelines, and Other Relevant Federal, State, and Local Requirements and Regulations

In the summer before the school year started I reviewed the memorandum from LAUSD on school site professional development priorities as well as the reference guide for the assessment calendar for the 2014-2015 school year. All of the PD I facilitated or co-facilitated matched up with the district priorities of providing PD on CCSS unit/lesson planning and the CCSS Math Practices. Moreover the memo highly recommended a plan, deliver, reflect and revise model of professional learning, which I followed in facilitating or co-facilitating PD series and providing implementation support and feedback. I also supported teachers in deconstructing the standards at Garvanza and at the PD Center for ISIC’s Common Core Institutes in planning problem-based math lessons and number talks and a mini-unit to prepare for LAUSD’s second interim assessment in math. Thus this work connects to and addresses specific aspects of CAPE 18.

Moreover when a directive was issued restricting the use of substitute for PD at school sites and at ESC PD Centers I met with my schools’ ILTs and rescheduled PDs afterschool and on one Saturday. Thus this work connects to and addresses specific aspects of CAPE 18.

CAPE 19-Representing and Promoting the School’s Accomplishment and Needs to the LEA and the Public

In taking a leading role and collaborating with the Elementary Math Coordinator and my fellow Common Core Mathematics Facilitators in completing ISIC’s Archive Project specifically as it related to Common Core State Standards, Mathematics (CCSSM) implementation I directly supported the ISIC Superintendent and ISIC Instructional Directors in sharing ISIC’s work and accomplishments with principals’ in the last principals’ meeting of the year and with the greater public by creating, organizing, and uploading CCSSM PD to the ISIC Professional Roadmap website. In creating PD Navigation Guide in the form of the ISIC Elementary Math Menu of Services document I demonstrated writing and advocacy skills to promote ISIC’s Elementary Math PD Series to schools and now to a wider audience through the website. Thus this work connects to and addresses specific aspects of CAPE 19.

Reflection

As mentioned previously my role and my vision for what my work would look like both individually and collectively with others, expanded and evolved this year into providing CCSSM PD not just to elementary schools, but to middle schools, and high schools. One major way it grew was in applying systems thinking in my work with teachers and principals. I also grew in co-planning and co-facilitating PD at school sites whenever there was an opportunity, which supported my own professional growth and built capacity in others. Furthermore I designed and facilitated professional development to a variety of audiences including teachers and principals with a focus on the problems they dealt with, mainly in implementing the math instructional shifts and math practices with the CCSSM, but also in evaluating or improving assessment systems towards the goals of students mastering the CCSSM as measured by interim assessments and the Smarter Balanced summative assessment.  Finally I demonstrated innovative leadership in creating the Elementary Math Menu of Services document and later in collaborating with others archiving ISIC’s CCSSM PD work for use in our large district by those who created and led this work and others who will build off of it to move the district forward towards our shared goals.

Supporting Documents

• Strategic Plan for Instructional Director's Network of Schools
• ISIC Elementary Math Key Strategies and Work Plan Draft
• Joseph Espinosa Dashboard Document
• ISIC Elementary Math Menu of Services Unveiling Presentation
• Elementary Math Menu of Services Original Document
• ISIC Elementary Math Menu of Services Final Document
• Exhaustive ISIC Elementary Math Menu of Services Document
• Agenda Doing Math PD @ Garvanza Elementary
• Teaching Through Problem Solving Session 1: Doing Math PD @ Garvanza Elementary
• Agenda Number String Study Cycle @ Garvanza Elementary
• Number String Study Cycle PD @ Garvanza Elementary
• Co-planned Number String Lesson Plan @ Garvanza Elementary
• Number String Grade Level Rehearsal Script @ Garvanza Elementary
• Number String Observation Feedback Cycle Documents @ Garvanza Elementary
• Agendas for December Principals' Meeting
• Interim Assessment Cycle PD
• Agenda for January Principals' Meeting
• Assessment Systems and Leadership PD
• Logic Model
• ISIC Archive Project Work Assignments
• ISIC Common Core Roadmap Document
• ISIC Elementary Math PD Menu of Services Navigation Guide