Building Deep Understanding of the Comprehensive Math Program for Administrators...our journey.
Developing our plan:
Using our EQAO data we determined that there was a need to improve mathematical literacy within our schools. In particular, both schools lacked students who were unable to apply basic math knowledge or understanding to complex problems involving more than one strand or concept in mathematics.
Both schools needed to develop collaborative learning communities, and in both schools students were afraid of taking risks. There had not been a community of learners established as a focus in either school. As both schools tended to jump from board initiative to initiative within a largely literacy focus.
Both schools had traditional programming that revolved around traditions such as spelling bee’s, speeches, text book work and traditional assessment practices involving quizzes and tests as the primary evaluation for mathematics.
We needed to create a forum for learning outside of our schools due to the small numbers and lack of grade partners.
CIL-M came along as a ministry initiative offered to our school board and both principals asked for their schools to become involved. This was the fourth year of a five year initiative. This initiative involved 12 release days per Junior teacher. Rather than staying with the expected model we blended our teachers to establish grade teams. At the same time we engaged in more blended on-going learning regarding literacy. The teachers of both schools had learning partners which they had not had before to plan with, reflect on their practice with and share assessment practices.
The CIL-M involved four schools in our area and we met alternate months with the big team. In between we met together as schools and worked with a consultant on an area of need that we determined.
The large group sessions were always focused on problem solving and involved the 4 c’s method of professional learning (Co-plan, co-teach, co-debrief and co-reflect).
One session also involved a visit to a demonstration classroom where we were able to observe a class involved in problem solving as a part of their comprehensive math program.
As we were in a negotiation year (between our government and the teachers union) last year, the work that we could do last year with staff was somewhat restricted. However, both schools became involved in some blended learning founded on the work of Cathy Bruce and the YRDSB. Teachers learned how to build math communities, utilize board electronic resources and how to develop patterning and algebraic reasoning in their Jr. students.
This learning occurred in teacher's own time after work. Teacher enjoyed the fact that it could occur either at school with their colleagues (and a good meal) or at home if they chose to do so.
Parents:
Also, both schools were committed to informing and engaging our parents. So in the spring of 2013 we engaged in a Family Math Game night. The turnout of families from JK to grade 6 was astounding. Parents from both schools came together to learn about math games and their links to the curriculum and to play games and have fun with math with their children. Parents were given a take away bag that included a list of the games they played and an Ontario Ministry of Education parent information guide on how to support their children with math at home.
Families commented on the fact that they had no idea that math could be so much fun and remarked on the connections between the games and the math curriculum. Parents were able to take home information on homemade games, commercial math games and electronic math games.
Both administrators have since moved to new schools and the board data has indicated an urgent need for supports for students, teachers and administrators in the area of mathematics. To address this need, (EQAO insert from board plan) the board has developed a comprehensive math program. Both of the administrators' new schools have had no previous experience with this type of math programing so the administrators approached the board math coordinator and asked for help with support for developing our math programs. Without hesitation, our mathematics coordinator ran a six sessions job embedded math learning opportunity for ourselves and one other interested school. Each school chose six teachers from those who volunteered to participate in the six sessions. Teachers were chosen from a variety of backgrounds and grades from JK/SK teachers all the way to Grade Eight. Schools started each session with a learning goal and the sessions were designed to expose teachers to the elements of the comprehensive math program and to allow them to plan, teach, debrief and reflect on their efforts. This ongoing learning opportunity created a professional learning environment where staff collaborated together to develop and share their understanding of the comprehensive math program and the skills strategies and pedagogy necessary to implement it successfully in their classrooms.
This learning occurred in teacher's own time after work. Teacher enjoyed the fact that it could occur either at school with their colleagues (and a good meal) or at home if they chose to do so.
Parents:
Also, both schools were committed to informing and engaging our parents. So in the spring of 2013 we engaged in a Family Math Game night. The turnout of families from JK to grade 6 was astounding. Parents from both schools came together to learn about math games and their links to the curriculum and to play games and have fun with math with their children. Parents were given a take away bag that included a list of the games they played and an Ontario Ministry of Education parent information guide on how to support their children with math at home.
Families commented on the fact that they had no idea that math could be so much fun and remarked on the connections between the games and the math curriculum. Parents were able to take home information on homemade games, commercial math games and electronic math games.
Both administrators have since moved to new schools and the board data has indicated an urgent need for supports for students, teachers and administrators in the area of mathematics. To address this need, (EQAO insert from board plan) the board has developed a comprehensive math program. Both of the administrators' new schools have had no previous experience with this type of math programing so the administrators approached the board math coordinator and asked for help with support for developing our math programs. Without hesitation, our mathematics coordinator ran a six sessions job embedded math learning opportunity for ourselves and one other interested school. Each school chose six teachers from those who volunteered to participate in the six sessions. Teachers were chosen from a variety of backgrounds and grades from JK/SK teachers all the way to Grade Eight. Schools started each session with a learning goal and the sessions were designed to expose teachers to the elements of the comprehensive math program and to allow them to plan, teach, debrief and reflect on their efforts. This ongoing learning opportunity created a professional learning environment where staff collaborated together to develop and share their understanding of the comprehensive math program and the skills strategies and pedagogy necessary to implement it successfully in their classrooms.
Overview of the Professional Learning Opportunities during our professional learning this year:
Day One:
- Principles of an Effective Math Program
- Overview of the Comprehensive Math Program
- Constructed Inquiry Questions for each school
Day Two
- Refined each school's’ questions
- Overview of the Comprehensive Math Program
- Learned the Math Talk Community
- Explored Math Games and Puzzles
Day Three
- Reviewed questions from the schools
- Overview of the Comprehensive Math Program
- Reviewed 4C’s model
- Taught a math lesson using Fosnot math kits
- Constructed next steps for each school
Day Four
- Mini-lessons using strings and the 4C’s
- Overview of the Comprehensive Math Program
- Unpacking student thinking during the debrief looking at their assets, wonderings, observations and challenges
Day Five
- Overview of the Comprehensive Math Program
- Reviewed 4C’s
- Began to plan and teach a three part problem solving lesson
- Learned about providing wait times and allow students to talk more than the teacher
- Effective practice means that we have to teach students how to use manipulatives strategically
Day 6
- Overview of the Comprehensive Math Program
- Planning for Comprehensive Math Program - Long Range Planning
- Examined overall expectations - colour coded them
- Identified big ideas
- Embedded teaching practices and assessment strategies
- Provided input into the new Comprehensive Math Program video
Towards the end of this school year, both leaders decided to embark on increasing their own personal understanding of effective instructional practices in mathematics through the Primary Junior Mathematics AQ course offered through ETFO.
Through this course the administrators have deepened their understanding of math concepts such as unitizing, subitizing, proportional reasoning etc. They have been learning the math by engaging in readings and discussions about mathematics as well as participating in math activities and planning units and long range plans.
The real understanding and learning began to occur when the leaders started to teach mathematics alongside the teachers in their classrooms.
Both administrators felt a deeper connection to the subject matter and the strategies and tools required to successfully implement the comprehensive math program.
Through this course the administrators have deepened their understanding of math concepts such as unitizing, subitizing, proportional reasoning etc. They have been learning the math by engaging in readings and discussions about mathematics as well as participating in math activities and planning units and long range plans.
The real understanding and learning began to occur when the leaders started to teach mathematics alongside the teachers in their classrooms.
Both administrators felt a deeper connection to the subject matter and the strategies and tools required to successfully implement the comprehensive math program.
Leader Learning
- Challenged the existing structure of math instruction driven by text books, quizzes and tests
- Admin must actively support growing new structures through operational supports such as release time and budget allocation for new resources and PD
- Development of a math community- this was developed to a teacher level through the group of staff who volunteered to participate in our six session professional learning opportunity.
- We learned about strategies to develop a math talk community in the classroom... many of these strategies could be used by our adult learners as well.
- We learned about strategies to develop a math talk community in the classroom... many of these strategies could be used by our adult learners as well.
-We were able to set some goals through our participation in the six session job embedded professional learning and the additional AQ courses- must ask the right questions to staff in order to move their thinking forward and shift their understanding
Understand that we will need to support teachers on two fronts:
- Teach them the strategies and pedagogy associated with the Comprehensive math program which is extremely different than traditional mathematics programs
- Help teachers to learn the content and vocabulary associated with the development of mathematical learning in students
- Entertain questions of dissent- answer these questions openly and at times explore possible answers as a group so they can discover the answers for themselves.
- Develop an understanding of teacher concerns regarding parental questions. Help them to understand the pedagogical reasons needed to justify the program changes that are happening. Assure teachers that they are not in this alone.
- Develop an understanding of teacher concerns regarding parental questions. Help them to understand the pedagogical reasons needed to justify the program changes that are happening. Assure teachers that they are not in this alone.
- Move slowing and deliberately- providing support for teachers to try out parts of the program with time to learn about it.
-Ensure that the parent education piece is in place at the same time to address parent questions about the math program in an honest and open forum
-Next year the schools will be engaging in a parent information night (which will involve parents in the mathematics in a hands on way) and a family math game night (to help parents to understand their "role" in supporting their child's development as a mathematician)
-Ensure that the parent education piece is in place at the same time to address parent questions about the math program in an honest and open forum
-Next year the schools will be engaging in a parent information night (which will involve parents in the mathematics in a hands on way) and a family math game night (to help parents to understand their "role" in supporting their child's development as a mathematician)
- Have a plan that is generated with staff (related to the Challenge Of Practice) and is transparent and that is open to change
- Flexibility is required in order to engage in formative checks of the progress within the school and this data must be used to guide future decisions about next steps
- Differentiate for all learners (meet the teachers where they are)
- Voluntary participation (at least initially)
- Admin need to be part of the learning with the teachers, truly a co-learner in the process
- Must develop and maintain a growth mindset
- Must develop a community of learners that are not afraid to ask questions or take risks
- Leaders must have a deep understanding of the mathematical content, however it can be learned along side staff. They must get into classrooms and explore this content with teachers.
-Leaders must understand change theory and expect a possible implementation dip and stay the course through this
- Trust and credibility is created when administrators are learning with their teachers
Next steps for our schools:
- Introduce all staff to the Comprehensive Math Program and the board supports at our June Professional Learning day
- Offering a section of the Mathematics AQ course through ETFO at one of our schools and encouraging teams at both schools to take the course together.
- Begin to develop look fors to help us determine evidence of the comprehensive math program at both schools (i.e.):
- Observe an increase in tasks with multiple entry points or that are differentiated to meet student need
- Note an increase in a variety of assessment and evaluation methodology (ie. reduction in traditional pencil, paper tasks, photocopying and traditional assessments such as quizzes and tests
- Observe an increase in effective differentiation and implementation of accommodations/modifications of IEPs and programs for ELL students throughout the math program.
- Continue to offer a professional job embedded professional learning between the bells
- Purchase recommended resources to support the implementation of comprehensive math l
- Both administrators will be taking a Stanford University course during the summer on-line to continue their math learning.
- Both administrators will be continuing to teach math on a regular basis alongside teachers in their schools
- Utilize teachers who have participated in the math sessions this year as leaders/supports for teachers as we roll out the comprehensive math program on a school wide basis in support of our COPs.
Successes so far....
Established a group of learners in the schools who are reflective and willing to participate in shared learning opportunities
Observing the learning in the classrooms
Networking in the Board with our math leaders for both teachers and administrators
Established ourselves as co-learners in our schools
Challenges
Ensuring
that we considered the collective agreements when we were constructing
professional learning when the schools had different start and end
times.
The possibility
of a negotiation year and the ramifications of job action (to
counteract this professional learning would have to be kept between the
bells).
Learning to go slow and reminding teachers of this so we can deepen our learning.
Trusting teacher’s professional judgement- letting go of the prescriptive approach
Reasons for success
Mixture of schools allowed for some buffering of personal relationships and allowed for more risk taking in the 4 c context
-Helped teachers gain perspectives from outside of their own building
Resources that helped along the way:
- Our colleagues (fellow teachers and administrators) who are math leaders
- YRDSB board mathematics consultants
- ETFO Additional Qualifications Course
- Resources from publishers such as Kathy Fosnot's resources
- Ontario Curriculum
- Capacity Building Series and other ministry documents supporting mathematics
- Ontario Guides to Effective Instruction in Mathematics
- Online blended learning courses
- BWW Comprehensive mathematics program resources
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