Professional Documents
Culture Documents
Focus question: If I were the principal at Warren County Middle School, what would I
have to do to ensure that every student at the sixth grade level is proficient or competent
in addition, subtraction multiplication and division of fractions? What are some specific
things that might be done to develop teacher capacity and improve student achievement?
The Common Core State Standards (CCSS) are a set of academic requirements in
mathematics. They include both content standards and mathematical practices outlining
what each student should know and be able to do at the end of each grade level. Having
observed the Fifth Grade Math EOG data, unfortunately, a large number of our students
are currently struggling in various aspects of the Common Core in Mathematics at the
six-grade level at Warren County Middle School. Some of the most noticeable areas
Having observed our sixth grade math classes and after speaking to our teachers,
there are several factors that have been revealed that are affecting teaching and learning.
through outlining clearly defined goals to target learning and therefore focus on problem
solving skills; students do not have a range of strategies and approaches from which to
choose in problem solving in order to promote reasoning and higher order thinking skills.
Additionally, sufficient opportunities are not given for students to use and connect
students are not pushed to think critically and so they are unable to participate in
insightful conversations about mathematical problems, because they are not taught
strategies to make sense of mathematical tasks. In addition to that, students are not
unable to justify solutions, and make connections. Another major challenge is that
teachers have not put into practice the use of generating and using evidence of students
thought process.
professional developments and PLCs throughout the 2017-2018 school year. We will
have professional development once a month and PLCs every Wednesday starting in
August 2017 during your planning time. The principal, assistant principal, and DPI math
coaches will conduct professional development for our sixth grade math teachers. Should
we have new members on staff during the school year, the assistant principal and myself
will provide professional development for them in order to bring them abreast of what we
had as it relates to learning targets and criteria for success in every lesson. We will
discuss how to use mathematical goals to guide lesson planning, and how to make in the
moment decisions during instruction. Strategies will be shared with teachers to ensure
that they understand how their work contribute to students learning. The teachers will
work with the presenters to analyze the standards, discuss strategies to help students
grasp concepts, and demonstrate how to use manipulative to help push understanding.
Strategies will also be discussed and shared with teachers as to how to implement
fractional tasks that promote reasoning and problem solving. It will be emphasized to
teachers that effective teaching of fractional concepts, engage students to solve and discus
tasks that promote mathematical reasoning and problem solving. This allows for multiple
The power of questioning will be explored. Teachers will be made aware of how
effective teachers use purposeful questionings to assess and advance students reasoning
and sense making about important mathematical ideas and relationships. Teachers will be
taught how to ask questions that build on students responses. They will explore questions
that enable students to go beyond gathering information but probe thinking and require
explanation and justification. Teachers will be shown how to use higher order questioning
Teachers will be taught how effective teaching of mathematics builds fluency with
provide opportunities for students to use their own reasoning strategies and methods to
problem solve with fractions. They will be taught strategies as to how to ask students to
discuss and explain how and why the procedure they are using work to solve particular
fractional problems. This will enable students over time to become skillful in using
Teachers will be guided as to how to address issues that students might struggle
with during a lesson and how to support them during the process. They will be taught that
it is okay for students to struggle on tasks and it is important for them to ask questions to
scaffold their thinking without stepping in to do students work. Helping them to work
through the confusion by facilitating discussions on their mistakes and praising them in
understanding at strategic points during the lesson. Strategies will be shared as to how
sensitized how to make in the moment decisions on how to respond to students with
During PLC meetings, teachers will discuss successes and challenges that they
have been experiencing. The administrative team will celebrate glows, discuss ways to
continuously improve and work with teachers to address concerns that they are facing.
Teachers will also work collaboratively to develop common assessments that will be used
formatively, and use the results to advance student learning and improve instruction.
Teachers will conduct mini demonstrations on how to use manipulative to teach aspects
of fractions that will be taught the following week in their classes. Teachers will be
guided as to how to move from concrete to representational and then to abstract. Lesson
plan activities will be discussed and developed. The use of technology will also be
stressed. Teachers will be lead to understand the need for students to be encouraged to
use tools in ways that promote mathematical reasoning and sense making.
strategies that have been implemented in our classes weekly. Data will be collected and