C1s2 atlanta

Urban MathematicsEducation LeadershipAcademy

May 19, 2009Dottie Whitlow, Ph. D. and the Atlanta Public Schools team

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Atlanta Public SchoolsUMELA Team

Dottie Whitlow, Ph.D.Arica Johnson, Ed. DLinda S. SmithNeva RoseMesha GreeneCraig OgdenKathy GriffinDiamond JackRaquel RimpolaKami Benson Luigs

Executive Director, Mathematics & ScienceProgram Administrator, Mathematics & Science

Master Instructional Coach, MathematicsProgram Director, Georgia Tech CEISMC

Model Teacher Leader, SRT 1Model Teacher Leader, SRT 2Model Teacher Leader, SRT 3Model Teacher Leader, SRT 4

Model Teacher Leader, Math, Office of HSProgram Leader, GE

Atlanta Public SchoolsUMELA Team

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Atlanta Public SchoolsDemographics

Student populationAfrican American

CaucasianHispanic

MultiracialAsianAmerican Indian/Alaskan

Students eligible for free & reduced meals

Teachers

School factsTraditional schoolsElementaryMiddle SchoolsSingle genderHigh Schools

Non-traditionalCharter SchoolsAdult learning centersTotal APS learning sites

49,14286%8%4%

0.93%0.59%0.3%

76.14%

+3,200

9557172

19

271

105

Superintendent tenure: 10 yearsBeverly L. Hall, Ed.D. – 2009 National Superintendent of the Year

Atlanta Public SchoolsDemographics

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Atlanta Public Schools’ strategic plan is to create a 21st Century mathematics and science educational experience that provides APS students with the

necessary knowledge, skills and abilities to allow them to become

competitive in the global market place.

Atlanta Public SchoolsVision for 2012 math and science

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Quality

Professional Learning

Experiences

Aligned Curriculum & Resource

Materials

Enhanced Leadership Capacity

Deep Teacher Capacity

Standards-based Classroom Instruction

Deep Data Use for Assessment & Instruction

APS21st Century Learning

Experience

Atlanta Public SchoolsMath & Science initiative

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APS’ math and science PD design considers 4 interconnected outcomes

Increasing science & math content knowledge

Adapted from Loucks-Horsley, Love, Stiles, Mundry, & Hewson in Designing Professional Development for Teachers of Science and Mathematics

Increasing pedagogical content knowledge

Building a professional learning community

Developing leadership

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APS’ math & science PD design

Plan

Context

Do

Set Goals

Commit to vision and standards

Analyze student

learning & other data

Knowledge & Beliefs

Critical Issues

EV

AU

LA

TE

Strategies

Professional Development is like an … … because it covers all

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How do we know the PD is working?

Developing awareness

Building knowledge

Translate new knowledge into practice

Practicing teaching

Reflect deeply on teaching and learning

1. Participants’ reactions

2. Participants’ learning

3. Organization support & change

4. Participants’ use of new knowledge or skills

5. Student learning outcomesEach PD strategy is evaluated … some

strategies are evaluated more deeply than others

‘House of PD’ Scope of Evaluation

Adapted from Loucks-Horsley, Love, Stiles, Mundry, & Hewson in Designing Professional Development for Teachers of Science and Mathematicstaken from T. Guskey in Evaluating Professional Development

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How are we evaluating Layer 1?


Building knowledge


Practicing teaching

Reflect deeply on teaching and learning Developing

Awareness

APS PD actionLevel of

evaluation2222322

– District-wide focused training– Math Misconceptions– Vertical planning teaming– Department planning teaming– District-wide coaching conversations– Reflective teacher model intro May

2008– Math I Professional Learning

Community (PLC)


evaluation–New Teacher Orientation training

–Quarterly math & science SRT trainings–Noyce Foundation content coaching–Science leadership training

21322

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Building knowledge


Practicing teaching

Reflect deeply on teaching and learning Building

knowledge


evaluation222222

22

–District-wide focused training–Science leadership series–Spelman partnership–GE summer conference–NASA, APQC–Urban Math Education Leadership Academy–GA Tech CEISMC GIFT–Math I PLC

–Summer Science academies–Science labs and materials –Math Solutions–NSTA sci-paks and sci-objects–PLCs (robotics, integrated science, physics)–GSTA, NSTA, GCTM, NCTM–Benjamin Banneker Series–Quarterly math & science SRT trainings–Exemplars math training


evaluation22323

2212

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Building knowledge


Practicing teaching

Reflect deeply on teaching and learning Translate new

knowledge into practice

–District focused training–APS Coaching Foundation–Carnegie and Agile Mind–8th grade math curriculum improvements–Noyce Foundation content coaching–National Advisory Panel–Math I & II supplements–Science framework and task enhancements–Data conversations/ data talks PLC

APS PD action Level of evaluation232222222

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Building knowledge


Practicing teaching

Reflect deeply on teaching and learning Practicing

teaching


–District-wide focused training–APS Coaching Foundation–Noyce Foundation content coaching–Reflective teacher model introduction May 2008–PLCs (all esp. data conversations/data talks)–Math Solutions

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Building knowledge


Practicing teaching

Reflect deeply on teaching and learning Reflect deeply

on teaching and learning


–District-wide focused training–APS Coaching Foundation–Science Leadership series–PLCs (all)

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Partnerships & resources

Georgia Tech CEISMC University of GeorgiaGeorgia State University Spelman College (SMSEA)University of Texas – The Dana Center University of California Santa CruzGE & GE Foundation Bill & Melinda Gates FoundationPanasonic Foundation NCTM / NCSMNoyce Foundation

Partners

Resources(Susan Loucks-Horsley, et al) Designing Professional Development for Teachers of Science and Mathematics•(Van De Walle) Elementary and Middle School Mathematics•(Mary Kay Stein, et al) Implementing Standards-Based Mathematics Instruction 1st edition•(Robert Ashlock) Error Patterns in Computation•(Kasser, Mundry, Stiles and Loucks-Horsley) Leading Every Day•(Tom Guskey) Evaluating Professional Development•GDOE website www.georgiastandards.org•Urban Mathematics Leadership Network•WestEd

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Challenges / Opportunities•Building the foundation of APS Coaching Model among APS instructional leaders (eg, common language and practice)

•Efficient use of planning days – we always can improve

•Follow-up and monitoring of PD opportunities

•Channel energy re Math & Science Initiative

•Embedding and supporting all district initiatives seamlessly