Thursday, June 30, 2005
Discussion from Readings
Implementing Standards-Based Mathematics Instruction - Maintaining the cognitive level - Chapter 5 - Ron's reflection on how the level was not maintained in his classroom.
If you offer statewide professional development and you rely on training facilitators, often the training does not get at this level of understanding (maintaining the cognitive level of the professional development). How do you get facilitators to respond to questions by participants to keep the integrity of the task?
What are the colleges of education doing to help us by sending out teachers that are prepared to meet these challenges? In Ohio there are about 50 colleges/universities that have a teacher education program. The programs are uneven. Many are very active; some are dependent upon who is on staff and how active they are.
Ohio Department of Education has a group of teachers developing lessons around grade level expectations and the lessons are currently being reviewed by mathematics faculty at colleges and universities. There is a need to bring more mathematicians on board.
PCMI-PDO Website Updates, information is spread out all over and it is hard to navigate.
Sharing of Resources
The Table of Contents and Overview from PRIME were passed out, Anne recommends reading "Instructional Strategies for Improving Student Achievement" and "Topic Sequencing and Curricula." Topics were purposefully chosen for the book and authors were identified for their expertise and invited to participate.
NCREL - Teacher to Teacher - Reshaping Instruction through Lesson Study http://www.ncrel.org
The Teacher Gap, James Stigler, James Hiebert
Discussion of PDO and PD (Supervisors) Issues
Seattle group began with help from a Woodrow Wilson visiting presenter on Geometry.
How do we connect with secondary teachers, mathematics supervisors or higher education faculty that come independent of any existing PDOs?
How do you get all the different professional development efforts within a district to connect and complement one another?
How do you connect to the right person at the district level? Perhaps a mathematics supervisor can help at this point. Herb shared that there are three components that are key to the success, knowing the history of the district (infrastructure), having a university faculty member on board and a district level person.
Herb mentioned again the PCMI Model and the three key component of professional development, doing mathematics, analyzing practice and becoming a resource for others.
How can state agencies support the work of PDOs? State agencies can help with the politics and also in getting urban districts to participate.
Right now PDOs network through PCMI. There would be a need for more resources and more funding to become a national network. Should PDOs/Mathematics Supervisor continue as a working group and how can we continue to support PDOs? We need to increase the number of mathematics supervisors and continue with existing supervisors as well.
Beginning PDOs need to meet the needs of there members first before beginning outreach.
Considerations for next year:
Training in being a moderator, facilitator
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This material is based upon work supported by the National Science Foundation under DMS-0940733 and DMS-1441467. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.