Leading The Way: Instructional Leadership in Elementary Mathematics

November 25, 2005

Elementary Teachers Federation of Ontario rdawson@etfo.org

Ruth Dawson

Halton District School Board bennettj@hdsb.ca

Jane Bennett

Role of Role of Understanding Understanding Content Content Reculturing of Reculturing of Schools Schools The Role The Role of the Principal of the Principal Math Math Education Education Has Changed Has Changed

Instructional Instructional Leadership Leadership in Mathematics in Mathematics

Different Different Types of Types of Knowledge Knowledge

Not an Area of Not an Area of Comfort or Passion Comfort or Passion For Teachers For Teachers and and Administrators Administrators

Instructional leadership is central to the success of a schools mathematical professional development. Such leadership includes the following characteristics:
Math is evident as a school priority. The principal ensures opportunities for personal and professional growth in mathematics. The principal facilitates structures that nurture a climate that encourages teachers to observe, model and share their expertise. Instructional resources related to mathematics are available and accessible by all teachers (e.g., manipulatives, professional books, calculators, childrens literature). Updates on math initiatives are provided to staff, the School Council, and community in a variety of ways (e.g., staff meetings, School Council meetings, parent newsletters) Mathematics professional development opportunities are shared with staff . Mathematics teaching and best practices are discussed at divisional meetings. The Principal is familiar with the findings of the Expert Panel on Early Math in Ontario and the research-informed approaches in resources such as the Technical Guide on Effective Instruction in Early Math.

Teaching Teaching Through Through Problem Solving Problem Solving Big Ideas Big Ideas of of Mathematics Mathematics Promoting Promoting Communication Communication

Central Central Themes Themes

Assessing Assessing Effectively Effectively Using Using Manipulatives Manipulatives

Creating Creating aa Learning Learning Environment Environment

Teaching Through Problem Solving: Changing Attitudes

Central to the learning of mathematics A sense making approach to doing mathematics Not a separate event can be emphasized during concept lessons Teacher encourages within context of rich learning opportunities

Characteristics of a Quality Problem

Challenging but achievable Promotes use of a number of strategies Encourages students to think flexibly (decompose numbers or shapes, consider different combinations of number or shapes) Involves the meaningful use of mathematics

Promoting Communication
Talking does not merely reflect thought, but it generates new thoughts and new ways to think. As members of a collaborative learning community, the children are learning that together they can go further than any of them could go alone.
Lev Vygotsky

Timetabling /Scheduling

Community Building and Norms

Instructional Approach

The Mathematical Learning Environment

Manipulatives Physical Organization

Planning

Defining Big Ideas

In mathematics they [Big Ideas] represent key mathematical concepts. Helping students focus on these ideas encourages students to make connections in mathematics. Early Math Strategy, Expert Panel Report Big Ideas are really just large networks of interrelated conceptswhole chunks of information stored and retrieved as single entities rather than isolated bits. Van de

Walle, 2001, p. 30)

As An AdministratorWhere Do I Start?
Build awareness of what effective classrooms look like Engage in professional dialogue about instructional leadership in mathematics (e.g., Lenses on Learning) Promote mathematics as being more than rules and procedures to memorize and master

As An AdministratorWhere Do I Start?
Recognize that teachers are hesitant to talk about their lack of mathematical knowledge Break down the barriers Move beyond a focus on journals and problem solving strategies

As An AdministratorWhere Do I Start?
Attending P.D. offered by board, Principals Councils and Math Associations Establish an in-school numeracy team and establish a numeracy goal Read professional journals Become familiar with math initiatives and directions within your board and province

Effective Mathematics Professional Development

Develops teachers knowledge of: Mathematics content Students and how they learn math Effective instructional and assessment practices

Establishing a Learning Community Requires: Time for teachers to collaborate Mentoring new teachers Appropriate resources Guidance from and partnerships with experts in elementary mathematics Connections to a broad vision

Effective Mathematics Classrooms

Build an awareness of what effective classrooms look like possibly through videos (e.g., Marilyn Burns, Developing Mathematical Ideas ( DMI), Cathy Fosnot, Ontario Ministry Training for Lead Teachers)

The School As An Effective Learning Environment for Mathematics

As an administrator, learn all you can about the nature of mathematical thinking and learning Create an instructional climate for teacher and student growth in mathematics Promote mathematics within the entire community

The School As An Effective Learning Environment for Mathematics

Recognize teacher and student prior knowledge in mathematics teaching and learning and support the development of new knowledge Provide meaningful resources for the development of new mathematical understanding Encourage and support teacher collaboration

The School As An Effective Learning Environment for Mathematics

It wont happen overnight as educators have deeply held beliefs and views of mathematics.

Establishing a Safe Environment to Learn

Gladwell (2000) has already identified context as a key tipping point: the power of context says that what really matters is the little things. And if you want to change peoples behaviour, you need to create a community around them, where these new beliefs could be practical, express and nurtured.
Michael Fullan, Leadership and Sustainability

Establishing a Safe Environment to Learn

Teachers can certainly learn subject matter, as well as knowledge of children, learning, and pedagogy, in a variety of courses and workshops. But the use of such knowledge to teach depends on knowledge that cannot be learned entirely either in advance or outside of practice. By situating teacher learning in practice, teachers have the opportunity to develop knowledge central to teaching by engaging in activities that are at the heart of a teachers daily work.
Ball and Cohen (1999, p. 2) Practice Based Professional Development

Creating a Community of Learners

The creation of a community of learners is essential to an effective mathematics program. In a community of learners, students feel comfortable discussing their errors, try to understand other approaches, and work together to better understand concepts. The community of learners must provide a risk-free environment that is, an environment in which students are free to take risks, to share their ideas, solutions, and thoughts. A teacher establishes a sense of community, respect for others, and a risk-free environment by modeling a positive attitude towards mathematics, accepting mistakes as opportunities for learning, fostering positive critical thinking, creating displays of student math work, and acknowledging and building on the unique ways in which each student thinks.
Teaching and Learning Mathematics: The Report of the Expert Panel in Mathematics in Grades 4 to 6 in Ontario, 2004

Promoting Professional Learning At Your School Book Clubs Focused School Goal Teacher Mentoring Sharing of Practice Lesson Study Action Research Workshop Series

Professional development support

To create a practice based on conceptual understanding of mathematics, teachers must:
Envision a new kind of classroom Develop a deeper understanding of mathematics Learn to listen to and engage with students mathematical thinking.

Deborah Schifter & Margie Riddle, NSDC Fall 2004, Vol. 25, No. 4

The Educational Research Services publication Professional Development for School Principals (1999) says effective staff development for administrators is long-term and planned, focused on student achievement, job-embedded, supportive of reflective practice, and provides opportunities to work, discuss, and problem solve with peers.
Dennis Sparks, Designing Powerful Professional Development for Teachers and Principals

The publication suggests a number of professional development activities that incorporate these principles: journal keeping, peer study groups, support networks, administrator portfolios, team training for school improvement, and personal professional development teams.
Dennis Sparks, Designing Powerful Professional Development for Teachers and Principals

Three tips to changing teaching to improve student achievement: 1. Shift priorities to spend some time daily or weekly studying teaching practices; focus on planning lessons and then reflecting on their effectiveness.
James Hiebert & James W. Stigler, NSDC Fall 2004, Vol. 25, No. 4

Three tips to changing teaching to improve student achievement:

2. Provide teachers vivid examples of alternative teaching methods.

James Hiebert & James W. Stigler, NSDC Fall 2004, Vol. 25, No. 4

Three tips to changing teaching to improve student achievement: 3. Have teachers learn to analyze students work and understand their thinking to see how to adjust and improve their teaching methods.
James Hiebert & James W. Stigler, NSDC Fall 2004, Vol. 25, No. 4

What are the characteristics of an effective math program?

The statements on the following slides will be helpful for focusing classroom observations and discussions with teachers. All of these characteristics may not be observed on a specific day. However, over the course of a unit most should be evident.

Characteristics of a Sound Mathematics Program (JK-3)

Problem Solving Concepts are introduced and explored through problem solving. A formal problem-solving model is not introduced; instead students develop and share their own problem solving processes. Teachers model problem solving with the class and articulate the mental processes that occur while solving a problem. Students solve problems with others. Problem solving strategies are generated by students and shared with others as a way to develop a repertoire of strategies. Ways to solve problems and solutions are shared with the whole class in discussions and sharing times. Perseverance in problem solving is modeled by the teacher and encouraged in students Students explore mathematical ideas as a way to develop their own understanding of concepts

Characteristics of a Sound Mathematics Program (JK-3)

Classroom Environment Manipulatives are available for student use. A variety of resources are incorporated to facilitate mathematical learning (e.g., childrens literature, manipulatives, calculators, computers). Mathematics is evident in the classroom (e.g., displays, bulletin boards, strategy wall, word wall). Students are engaged in collaborative problem solving and mathematical talk. Students are actively engaged in learning.

Characteristics of a Sound Mathematics Program (JK-3)

Assessment and Evaluation Observation is central to gathering data related to students mathematical understanding, communication and problem solving. A variety of assessment strategies are utilized. Basic Facts Instruction focuses on students learning strategies to help them become fluent with the basic facts (e.g., doubles, doubles plus one, making nice numbers). Games are incorporated as a way to practice basic fact strategies. Understanding is emphasized rather than speed alone.

Characteristics of a Sound Mathematics Program (JK-3)

Communication Oral communication is integrated into all mathematical learning. A variety of strategies are incorporated to promote communication (e.g., word wall, think-pair-share, journals, modeled writing, shared writing, classroom discussions, partner work). Sharing time is incorporated at the end of mathematical activities to encourage students to talk about their strategies, solutions, and growing understanding. Prompts and questions are used to help students explain their mathematical reasoning. Teachers regularly ask, How do you know?

What messages should we give to the community and parents?

Mathematical literacy is just as important as reading literacy Parents play a key role in their children developing an understanding of mathematics

What messages should we give to the community and parents? Developing childrens confidence and a postive attitude towards mathematics is the responsiblity of the entire community Math is not difficult - it is a way of seeing the world!

Ways to Encourage Family Involvement Provide information about the mathematics program in newsletters, parents nights, and school website Host family math night Display mathematics in the school

Ways to Encourage Family Involvement Encourage parents to volunteer in mathematics class or to tutor mathematics Promote a positive image of mathematics

Resources For Administrators

What Principals Need to Know About Teaching Math. National Association of Elementary School Principals. Administrators Guide: How to Support and Teachers of Mathematics and Association for Supervision and Curriculum Development. Leading The Way. Marilyn Burns (Ed.) Math Solutions Publications

Improve Mathematics Education in Your School. Amy Mirra. National Council of

Resources For Administrators

Lenses on Learning, Module 1:

Instructional Leadership in Mathematics Lenses on Learning, Module 2: Teacher Learning for Mathematics Instruction Lenses on Learning, Module 3: Observing Todays Mathematics Classroom (Dale Seymour Publications, Pearson Learning Group)

Great Professional Books For Math Book Clubs:

Young Mathematicians At Work: Constructing Number Sense, Addition, and Subtraction. Catherine Twomey Fosnot & Maarten Dolk. Heinemann Young Mathematicians At Work: Constructing Multiplication and Division. Catherine Twomey Fosnot & Maarten Dolk. Heinemann Young Mathematicians At Work: Constructing Fractions, Decimals, and Percents. Catherine Twomey Fosnot & Maarten Dolk. Heinemann Childrens Mathematics: Cognitively Guided Instruction. Thomas P. Carpenter, Elizabbeth Fennema, Megan Loef Franke, Linda Levi & Susan B. Empson. Heinemann. Elementary and Middle School Mathematics: Teaching Developmentally. 4th or 5th Edition. John A. Van de Walle. Pearson Education Lessons For Introducing Multiplication: Grade 3. Marilyn Burns. Math Solutions Publications Lessons For Addition and Subtraction: Grades 2-3. Bonnie Tank & Lynne Zolli. Math Solutions Publications. Lessons For First Grade. Stephanie Sheffield. Math Solutions Publications. Mathematics Assessment: A Practical Handbook For Grades K-2. Florence Glanfield, William S. Bush & Jean Kerr Stenmark (eds.) National Council of Teachers of Mathematics. Mathematics Assessment: A Practical Handbook For Grades 3-5. Jean Kerr Stenmark & William S. Bush (eds.). National Council of Teachers of Mathematics.

Journals

Teaching Children Mathematics

(National Council of Teachers of Mathematics) Mathematics Teaching in the Middle School Elementary School Math and Science Elementary School Principal