| A | B | C | D | E | |
|---|---|---|---|---|---|
1 | Number | Standard (excerpt from AMTE, 2013) | Activities • What activities will I engage in and lead to exhibit evidence of my work toward this standard? • What have I already done that I want to continue doing? | Timeframe for Activity | Efficacy Assessment • How will I know my work is making a difference? • How can I systematically collect evidence that illustrates the importance of the work? |
2 | III. Leadership Knowledge and Skills | ||||
3 | Leadership. MS professionals must be able to: | ||||
4 | III.ii.a. | Engage in and facilitate continuous and collaborative learning that draws upon research in mathematics education to inform practice; | Collaboratively plan for questions that deepen student understanding during work time and during whole group discussion. | Mid- to Late-February | questions to use when monitoring and during whole group discussion recorded on Orchestrating Discourse portion of tool collect artifacts from grade-level team's implementation (e.g., google form, journal notes) |
5 | III.ii.b. | enhance learning opportunities for all students’ and teachers’ mathematical knowledge development; | Analyze upcoming unit for analyzing worthwhile tasks using Analyzing Level of Cognitive Demand Tool. | Late January | |
6 | III.ii.c. | involve colleagues and other school professionals, families, and various stakeholders; and | Work with paraprofessionals to understand Shifts in Classroom Practice our school is using. | Late February | create a tool box of questions for paraprofessionals to use |
7 | III.ii.d. | advance the development in themselves and others as reflective practitioners as they utilize group processes to collaboratively solve problems, make decisions, manage conflict, and promote meaningful change. | |||
8 | III.iii.a. | Plan, develop, implement, and evaluate professional development programs at the school and/or district level; | Professional Learning Experience Project | February/March | project submitted and scored |
9 | III.iii.b. | use and assist teachers in drawing upon resources from professional mathematics education organizations such as teacher/leader discussion groups, teacher networks, and print, digital, and virtual resources/collections; and | Work with grade level team to plan for using the Mathematical Practices and Student Look Fors to look at student mathematical discourse, particularly during small groups work time. | Late January | |
10 | III.iii.c. | support teachers in systematically reflecting and learning from practice. | Bring Mathematical Practices and Student Look Fors data to grade level meeting for discussion. Examine trends in data and potential next steps. | February 14-21 | evidence of data collection for student look fors collect artifacts from grade-level team discussion (e.g., google form, journal notes) |
11 | III.v.a. | Use mathematics-focused instructional leadership skills to improve mathematics programs at the school and district levels, | Coaching and Mentoring Project | January/February | project submitted and scored |
12 | III.v.b. | e.g., serve as coach/mentor/content facilitator – providing feedback to colleagues to strengthen practice and improve student learning; | Coaching and Mentoring Project Use Mathematical Practices and Student Look Fors data to promt reflection and consider next steps. | January/February February 14-21 | project submitted and scored |
13 | III.v.c. | develop appropriate classroom- or school-level learning environments; | Work with paraprofessionals to understand Shifts in Classroom Practice our school is using. | Late February | create a tool box of questions for paraprofessionals to use |
14 | III.v.d. | establish and maintain learning communities; | Develop agreements with grade level team to prepare for productively reflecting on and using data to discuss shifts in our collective instructional practice. | January 23 | |
15 | III.v.f. | mentor new and experienced teachers to better serve students. | Coaching and Mentoring Project | January/February | project submitted and scored |
16 | III.vi. | Select from a repertoire of methods to communicate professionally about students, curriculum, instruction, and assessment to educational constituents—parents and other caregivers, school administrators, and school boards. | Professional Learning Experience Project Hold a family math night. Provide families with ideas about how to support students' math development at home, including questions they can ask when their child(ren) work on homework, play games, etc. | February/March March | project submitted and scored create a folder to house parent resources for family math night, ongoing communication, support at home, etc. |
17 | |||||
18 | Plan for keeping supervisors informed of work and its impact. | ||||
19 | My building based supervisor and I will meet 2 times during the term. Once to discuss my plan and course projects and a second time to complete the practicum evaluation. We will also brainstorm who I might work with for the coaching/mentoring project. We will discuss topics for the PL project and schedule the PL session(s). I will email both my course and building based supervisors midway through the practicum to provide an update on my progress and information on what is going well and where I could be supported. | ||||
20 | For full list of MS Standards go to: https://bit.ly/3doTjSP. | ||||