Achievement in Mathematics Improving Student Learning Within the Structure of Professional Learning Communities © 2009 Math Solutions Presenters Patty Clark, Moderator Education Specialist, Math Solutions Cathy L Seeley, Guest Speaker Past President of National Council of Teachers of Mathematics Senior Fellow, Charles A Dana Center, University of Texas Veteran preK–12 mathematics educator, author and speaker Paula Hidalgo, Guest Speaker Director of Product Development, Math Solutions Former Vice President of Professional Development Group at Pearson K–12 educator © 2009 Math Solutions Agenda • • • • • Effective professional learning communities Getting a math PLC started Support for existing math PLCs Types of resources for math PLCs Q&A © 2009 Math Solutions The Power of PLCs “The most promising strategy for sustained, substantive school improvement is developing the ability of school personnel to function as professional learning communities.” DuFour, Richard, and Robert Eaker 1998 Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement Alexandria, VA: Association for Supervision and Curriculum Development, xi © 2009 Math Solutions The Power of PLCs Mike Schmoker states, “[PLCs] may represent the richest, most unprecedented culmination of the best we know about authentic school improvement.” DuFour, Richard, Robert Eaker, and Rebecca DuFour, eds 2005 On Common Ground: The Power of Professional Learning Communities Bloomington, IN: Solution Tree, 136 © 2009 Math Solutions Cathy L Seeley Past President of National Council of Teachers of Mathematics (NCTM) Senior Fellow, Charles A Dana Center, University of Texas Veteran preK–12 mathematics educator Author and speaker © 2009 Math Solutions A Professional Learning Community An opportunity to work together in purposeful ways to help students learn what we want them to learn—to “get it.” © 2009 Math Solutions Effective Professional Learning Communities Effective PLCs: - Ensure that students learn - Focus on results - Create a culture of collaboration (and actually collaborate) DuFour, Richard 2004 “What Is a Professional Learning Community?” Educational Leadership 61 (8): 6–11 © 2009 Math Solutions P Is for Professional • Professional mathematics educators assume responsibility for helping every student learn relevant and challenging mathematics We: – Identify important mathematical knowledge, thinking, and skills – Direct all our work toward ensuring that all students learn math © 2009 Math Solutions Professionals Focus on Their Practice • What can I/we to help students learn content? • What is this student doing well? Where is he/she struggling? • How can I restructure my next lesson based on the lesson I just gave? • What can I learn from colleagues about how to help students? • What will it take to keep students from falling behind? © 2009 Math Solutions Distributed Leadership • In industry and businesses, the shift was clear • In Search of Excellence (Peters and Waterman, 1982) stressed group effort over traditional supervision: – Frequent, tightly focused, collective efforts – Measurement to guide and refine short-term plans – Recognition and celebration of all improvements • Changes haven’t completely made their way into education © 2009 Math Solutions Infusion of Knowledge • Without infusion of knowledge, there is a risk of using always the same techniques or approaches • Infusion can be done through books, videos, reports, publications, online courses, and expert input • The infusion of knowledge needs to be done in small doses and based on current needs © 2009 Math Solutions Essential Elements of a PLC • • • • • • • • Clear, concrete, and common goal Regular meeting time Use of data to determine instructional focus Frequent assessment to provide feedback Planning and revising lessons together Support from administrators Distributed leadership Infusion of knowledge © 2009 Math Solutions Going Back to Our New York Story— Polling • What percentage of students passed the New York Regents exam in that school the following year? - 40% to 60% - 60% to 80% - 80% to 100% © 2009 Math Solutions Results on Student Achievement THE NUMBER OF STUDENTS WHO SUCCEEDED ON THE NEW YORK REGENTS EXAM ROSE FROM 47% TO 93% IN A SINGLE YEAR © 2009 Math Solutions Math PLCs: Sample Activities Plan a lesson together Analyze student work Implement (teach) the lesson Observe and possibly videotape the lesson Analyze video of lessons (planned together) Share results of implementation, revise, replan, and re-teach • Plan formative assessment • • • • • • © 2009 Math Solutions Assessment OF Learning vs FOR Learning • Assessment OF learning: – Standardized tests – State assessments – District-wide test – Classroom assessments to assign grades • Assessment FOR learning: – Tools that diagnose student needs, provide practice, or help students watch themselves improve over time © 2009 Math Solutions What Can Go Wrong • • • • • • • • Lack of clarity regarding goals No regular meeting time (high absence rates) Lack of data or reluctance to use it Lack of frequent assessment Lack of administrative support Focus is not on learning A few are responsible for the entire group Lack or shortage of resources © 2009 Math Solutions To Conclude “Success need not hinge on a school’s luck in finding that rare administrator with charisma It does, however, depend on collaborative structures for success that maintain a press for ambitious teaching and academic achievement.” DuFour, Richard, Robert Eaker, and Rebecca DuFour, eds 2005 On Common Ground: The Power of Professional Learning Communities Bloomington, IN: Solution Tree, xiii © 2009 Math Solutions Resources to Support PLCs • Math content knowledge and pedagogy – From NCTM: • Principles and Standards for School Mathematics • Professional Standards for Teaching Mathematics – From Math Solutions: • Math Matters: Understanding the Math You Teach • Exemplar lessons – NCTM journals, Illuminations (illuminations.nctm.org) – Math Solutions lessons and books © 2009 Math Solutions Resources to Support PLCs • Materials that facilitate evaluation of instructional practices – This webinar – Cathy’s article “We’ve Got the Village, Now What?” mathsolutions.com/newsletter – Cathy’s book Faster Isn’t Smarter: Messages About Math, Teaching, and Learning in the 21st Century – DuFour’s work (see bibliography from Cathy’s article) – AllThingsPLC.com – Paula’s article “Thinking Beyond the Quick Fix to Improve Teaching,” published in American School Board Journal (http://tiny.cc/hidalgo_asbj_article) © 2009 Math Solutions Math Solutions Support for PLCs • Services to assist in organizing educators into PLCs, setting and aligning goals of PLCs to improve student learning of math • Math Solutions publications © 2009 Math Solutions Question & Answer Patty Clark, Moderator Education Specialist, Math Solutions Cathy L Seeley, Guest Speaker Past President of National Council of Teachers of Mathematics Senior Fellow, Charles A Dana Center, University of Texas Veteran preK–12 mathematics educator, author and speaker Paula Hidalgo, Guest Speaker Director of Product Development, Math Solutions Former Vice President of Professional Development Group at Pearson K–12 educator © 2009 Math Solutions Thank You Please join us again: – November 18, “Differentiation” with Jayne Bamford Lynch – December 16, “English Language Learners” with Rusty Bresser © 2009 Math Solutions mathsolutions.com info@mathsolutions.com 800.868.9092 © 2009 Math Solutions ... improvement is developing the ability of school personnel to function as professional learning communities. ” DuFour, Richard, and Robert Eaker 1998 Professional Learning Communities at Work: Best... Picture • Continually reflect on how/whether you are using your professional learning community to help students • It’s not just about getting together; it’s about a different way of thinking about... part of an ongoing cycle of continuous improvement allow us to make the most of the best factors and strategies and refine practices that influence teaching and learning. ” Mike Schmoker cited in