Course 1: Laying a foundation for supervision to support mathematics learning (One half-day — October 1, 2020) No administrator academy credit
This half-day course is designed for administrators in their first year participating in MCMI or for those who are interested in ways to support virtual learning environments.
We will focus on the crucial role of the instructional supervisor in promoting high-quality mathematics teaching and learning and begin to build a foundation for administrators to support teachers in creating active, engaged problem-solving mathematics classrooms in either face-to-face or virtual settings. Participating administrators will develop their ability to look into classrooms to see the Standards for Mathematical Practice in action. They will become more familiar with a few key project resources that teachers use for problem-solving, formative assessment, and student discourse. Administrators will also collaborate and share with colleagues to develop a professional community in support of long-term mathematics improvement.
Course 2: Deepening Understanding of Student Assessment – Of and for Learning (Two half days — Postponed: New Dates TBD, ISBE Credit approved — Course #1606)
This course focuses on assessment literacy for the instructional leader as districts implement the CCSSM and the various assessments in their districts and schools. Participants will improve their ability to use appropriate assessments for designated purposes, analyze current assessments in their schools, understand high-quality assessments that measure deeper learning, and recognize and avoid common pitfalls when supporting the use of assessment data. Two key questions structure the course: “What constitutes a high-quality assessment?” and “What are we learning from assessment data, and how can we use it to support improved student learning?”
Course 3: Using Formative Assessment Practices to Meet the Needs of All Learners (One half-day- January 14) No Administrator Academy credit
This session will provide the opportunity for administrators to support teachers to meet the needs of diverse learners through formative assessment practices and the use of high-quality tasks. During the session, administrators will examine strategies and tools teachers may use to differentiate lessons to meet the low threshold/high ceiling needs of varied learners, with a focus on virtual environments. They will also explore interventions that can be used to address mathematics gaps and will consider their roles as instructional leaders and ways they can support this work in their schools and classrooms.
Course 4: Looking into mathematics classrooms through the lens of the Danielson Framework (Two half days – February 11, March 11 – ISBE approval for IAA Credit pending)
This course supports instructional leaders as they look into mathematics classrooms through the lens of the Charlotte Danielson framework. Using a focus on the Domain 3, Instruction, instructional leaders will gain a deeper understanding of the attributes of powerful mathematics classrooms and the teacher and student actions that exemplify these classrooms. Administrators will explore the components with a focus on communication and questioning, engaging students in learning and the use of ongoing formative assessment to gain a clearer picture of what they should see in mathematics classrooms, and how the framework connects to the implementation of the Common Core State Standards for Mathematics (CCSSM). Administrators will learn specific strategies to apply this understanding to promote teacher learning to consistently implement elements of the Danielson Framework to support student learning.
Course 5: Guiding principles for instructional leaders to support high quality mathematics programs (Two half days —April 14, May 5 – ISBE Credit approved — Course #3695)
This course will help instructional leaders develop and support high-quality mathematics programs by considering the essential elements that contribute to effective teaching and meaningful learning. In this course, participants will explore the essential elements articulated by the National Council of Teachers of Mathematics (NCTM) in Principles to Actions: Ensuring Mathematical Success for All. These include access and equity, curriculum, assessment, professionalism, tools and technology, and teaching and learning. Participants will analyze the current state of their mathematics programs, assess how they support the implementation of the Common Core State Standards for Mathematics (CCSSM), and consider the roles of instructional leaders in guiding mathematics improvement efforts. They will also consider specific areas of focus that can support planning to improve mathematics programs by engaging various stakeholders.
Please view the flyer in the sidebar or the registration links for more information about session times and logistics.