Outreach to Districts and Schools

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For mathematics teachers: to be qualified on middle grades

Cohort MastersHistory Mathematics education faculty joined efforts with University faculty in the Department of Mathematics and with mathematics specialists from Montgomery County and Prince George’s Public Schools to define a cohort master's degree program. This degree program initiated with the support of two Improving Teacher Quality grants from the Maryland Higher Education Commission, which allowed its development through collaboration across disciplines and research. What is this program?This multi-year, content-based masters’ program prepares teachers to become to become highly qualified middle grades mathematics teachers. This research-based program involves coursework in mathematics content, mathematics education, curriculum-based integrated content and pedagogy courses, as well as an action research course. What is the outcome?In addition to the Master’s Degree from the UMCP. We also offer an 18 credit option to be considered as an add-on endorsement to the elementary certification based on the State’s requirements for certification What pedagogical experiences do we include?The structure of the program includes school-based components including: support for teachers visiting each other’s classrooms; support for mathematics enrichment activities in schools; strands on inquiry, Special education, ELL, and culturally relevant pedagogy, and more.

For more information contact the Center for Mathematics Education at cfme@umd.edu

• Link to Courses of the program

For instructional coachesLenses on Learning

Overview

Lenses on Learning Seminars offer a unique opportunity to anyone involved in supervising or mentoring to better support teachers who are working to implement standards-based mathematics instruction in their classrooms.

This seminar develops the skills needed to support mathematics teaching and learning through observation, supervision, and inquiry. Instructional leaders will explore what kinds of support, beyond extending opportunities to take part in professional development, are necessary for teachers who must deepen their practice of teaching mathematics.

Overview (continued)

The seminar provides instructional support staff with the opportunity to better understand the mathematical essence of a lesson and to consider what a principal might productively talk with teachers about in pre and post observation conferences.

Participants will take part in learning activities that strengthen evaluation skills, focus on the learning occurring during mathematics instruction, and develop skills that engage teachers in productive conversation about that instruction. Participants will also explore how they, as instructional leaders, can support teacher learning by providing teachers with opportunities to deepen their mathematical knowledge and understanding of student learning. Numerous opportunities are presented for participant interaction and discussion of their respective teacher leadership and support roles.

• Link to outcome and indicators of the course

Course outcomes and indicators

• Increase awareness and ability of administrators to support mathematics instruction of their teachers.

o Participants will demonstrate an understanding of the nature of standards-based mathematics instruction.

• Develop strategies to evaluate the teaching of mathematics.o Participants will be able to identify classroom practices that are effective in promoting standards-based mathematics learning.

• Engage in instructional support strategies that foster teachers' growth in the understanding and instruction of the content.o Participants will be able to create a learning community that supports teachers as they seek to improve instructional practice.

• Build a professional learning community around the teaching and learning of mathematicso Participants will be able to design professional development opportunities that focus on student thinking and learning of mathematics.

Looking at mathematics learning through the following lenses:

• Lenses on the nature of children’s mathematical thinking;

• Lenses on teacher/administrator mathematical content knowledge;

• Lenses on effective teaching practices in mathematics;

• Lenses on promoting collegial discussions on the teaching and learning of mathematics and on the role of classroom discourse in mathematical learning

Participant activities:

• Examine videotapes of different approaches to teaching in a classroom setting;

• Analyze the methods of teaching proposed by Lenses on Learning in relation to older, more formal techniques of teaching;

• Collaboratively explore samples of standards-based mathematics problems;

• Discuss implications of this type of instruction versus more traditional ones.

InstructorPaula B. Duckett

Paula Duckett is an educator with a unique background that includes administration, classroom instruction, and mathematics instructional support at the local school level, the school district level and the national level.

During her career with the District of Columbia Public Schools (DCPS), she served as a classroom teacher, Mathematics Specialist, and Computer Training Specialist for the Instructional Technology Center. As the Elementary Mathematics Content Specialist, she coordinated the District’s elementary mathematics programs. She was also an Assistant Principal.

As a Program Officer, in the National Science Foundation’s Division of Educational System Reform, Mrs. Duckett provided advice and oversight to funded urban districts in areas of

mathematics and science education reform. Additionally she was an Adjunct Consultant for George Washington University and Trinity College, providing mathematics methods instruction to newly hired teachers.

She has won many awards for teaching, including the prestigious Presidential Award for Excellence in Mathematics Teaching, the DCPS Superintendent’s School Incentive Award, and

the Cafritz Teacher Fellowship Award. Mrs. Duckett has served on numerous national boards and advisory committees associated with improving the quality of mathematics and technology education.

Currently she conducts professional development sessions on mathematics methods, the integration of calculator technology into the teaching of elementary mathematics and standards based instruction, and improving administrative observation/coaching skills in the mathematics classroom.

Resume (attachment)

Course from Education Development Centerhttp://www.edc.org/projects/lenses_learning_understanding_mathematics_instruction_secondary_level

Courses

PastFall 08 PGCPS School mentors

PGCPS Mathematics coachesFuture

CPD through Prince George’s County

Groups of mentors (20 or larger)

For CMP UsersCMP East

• CONNECTED MATHEMATICS 2

Week-long in-depth exploration of the Connected Mathematics curriculum at the grade level of your choice.

In each workshop, 35 to 40 teachers will work with two presenters on a specific grade (6, 7, or 8) and study in-depth, four or five units per grade. The development of mathematics in the problems, investigations, and units are the main focus for the week, but time is also spent on assessment and grading, teaching and management strategies, as well as other related issues.

For more information: http://www.education.umd.edu/EDCI/MathEd/institute/start.html