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Teacher Effectiveness &
Math CAS
Outcomes:
Understanding Colorado Academic
Standards (CAS), Standards for
Mathematical Practice
Understanding 1c, math for all teachers &
for math content teachers
Understanding how CAS Practice Standards
and the PARCC assessment inform/impact
the teacher effectiveness rubric
Does my Art teacher have to
teach how to solve for x?
Do Some Math! (sample from PARCC)
Structured Discourse Model
– Equity
– Accountability
– Status Free
Reflection as a learner
In what ways were you problem solving like
a mathematician?
How did sharing your reasoning or listening
to someone else’s ideas change or solidify
your thinking?
(We will come back to these)
Colorado Academic Standards-Math
In Colorado we use Colorado Academic Standards
(CAS) which embed Common Core State
Standards
Two sets of math standards: Practice & Content
– Both will be assessed on PARCC
– Both will have scores reported out through PARCC
Standards of Mathematical Practice
(SMP)
• Make sense of problems and persevere in solving
them.
• Reason abstractly and quantitatively.
• Construct viable arguments and critique the
reasoning of others.
• Models with mathematics.
• Use appropriate tools strategically.
• Attend to precision.
• Look for and make use of structure.
• Look for and express regularity in repeated reasoning.
Getting Acquainted with SMP
3 min to read/skim SMP
In groups share something that struck you
As a group decide on 2 – 3 words that are
the essence of each standard (start with 3, 4,
& 6)
Video
Identify the Standards of Mathematical
Practice evident in this video
– Teacher evidence
– Student evidence
http://tinyurl.com/SMP-video
Collaboration with a Partner
Come to an agreement on what Standards of
Mathematical Practice were evident and cite
your reasoning.
Back to your reflection
What SMP’s did you participate in?
– What is your evidence?
How are SMP’s tied to 1c?
For all teachers?
– Is not:
• content or procedures
– Is:
• SMP 3 – construct viable arguments
• SMP 4 – real life applications
• SMP 6 – use precision in math language
What SMP’s do you recognize in the rubric?
Example with PE teacher
Example with PE teacher
Example with PE teacher
Example with PE teacher
Create examples for other
contents In partners
– Choose a content area to focus on
– Choose a professional practice described on the rubric
– Create an example of demonstrating that practice for
the content you chose.
Repeat for other contents or rubric items.
Examples will be collected and sent out.
Split into two groups
1c for math content teachers
– Understand rubric
– Practice and collaborate around an observation.
• 9th grade observation in Mt. Harvard
• 1st grade observation in Mt. Massive
Look through 1c for math
teachers
For Math content teachers?
– Key points:
• Basic
– “Focuses math instruction beyond:”
– Model communication
– Variety of practices – Model different ways of thinking
about tasks
What SMP’s do you recognize in the rubric?
Practice observation – 9th grade
Watch the video and look for evidence of
professional practices from the teacher
effectiveness rubric.
http://tinyurl.com/9th-video
Practice observation – 1st grade
Watch the video and look for evidence of
professional practices from the teacher
effectiveness rubric.
https://www.teachingchannel.org/videos/gra
de-1-math?fd=1
Discussion of observation results
Share your rubric results with a partner
Compare your results, talk about the
evidence you saw or didn’t see.
What questions do you still have?
Support to help teachers (Elementary)
Pacing Guides
Math Resources
EPR
Trained Math Coaches
– Number Talks
– ELA
– Independent work
– 3 part problem based lesson format
– Standards of Mathematical Practice
Support to help teachers (Secondary)
Pacing Guides
Math Resources
Late Start
TDG
Trained Math Coaches
– ELA support
– 3 part problem based lesson format
– Standards of Mathematical Practice
Next Steps
Solidify your understanding of 1c by:
– Think about who are your strongest or most
effective math teacher(s)
– Join your math coach in observing the
teacher(s) using the rubric.
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