Organizing Schools and Districts for Rigorous Mathematics Instruction Day 2

Organizing Schools Organizing Schools and Districts for and Districts for

Rigorous Mathematics Rigorous Mathematics InstructionInstruction

Day 2Day 2تنظيم المدارس

والمقاطعات حول فع�ال تدريس الال

لرياضياتلاليوم الثاني

Day 2 Objectives:Day 2 Objectives:

1.1. What are Learning Site What are Learning Site schools?schools?

2.2. How do Learning Site How do Learning Site schools build professional schools build professional learning communities?learning communities?

3.3. How do Learning Site How do Learning Site schools strengthen math schools strengthen math teaching and learning?teaching and learning?

4.4. How do we ensure that How do we ensure that Learning Site schools Learning Site schools achieve these goals?achieve these goals?

ماذا نعني بالمدارسكمواقع تعّل�م؟

كيف تساهمالمدارس التي هي

مواقع تعّل�م في تكوين مجتمعات

التعّل�م المهني؟ كيف تعزز مجتمعات

التعّل�م المهني في المدارس تعّليم وتعّل�م

الرياضيات؟ كيف نضمن أن تحقق

مجتمعات التعّل�م المهني في المدارس

هذه األهداف؟

AgendaAgenda

Day 2: Day 2: How can we build capacity How can we build capacity in our schools for the in our schools for the implementation of high leverage implementation of high leverage instructional practices that instructional practices that support our students in support our students in reaching high standards?reaching high standards?

• Focus on improving teacher Focus on improving teacher capacity in three areas:capacity in three areas:

-Content-Content--PedagogyPedagogy (the focus for (the focus for our presentation)our presentation)-Support for the -Support for the

struggling struggling studentstudent-Data-driven decision -Data-driven decision

makingmaking

اليوم الثاني: كيف نبني القدرات في مدارسنا

لتطبيق ممارسات التعليم عالية المستوى لمساعدة

على الوصول إلى التالميذمستوى المعايير العالية.

التركيز على تحسين قدراتالمعلمين في النواحي

التالية:

- المضمون أو المحتوى العلمي

- البيداغوجية / تكنولوجيا التدريس

) وهذا هو محور المحاضرة(

- مساعدة التالميذ الذين يواجهون

صعوبات في التعل�م

- اتخاذ القرارات المبنية على البيانات

Focus for Improving Teacher CapacityFocus for Improving Teacher Capacity التركيز على تحسين قدرات المعلمين

Three Areas of Teacher Three Areas of Teacher KnowledgeKnowledge

Knowledge of the contentKnowledge of the content Knowledge of the best Knowledge of the best

instructional practices for instructional practices for teaching that contentteaching that content

Knowledge of how to Knowledge of how to scaffold learning for the scaffold learning for the struggling studentstruggling student

-Dr. Richard Elmore, -Dr. Richard Elmore, Bridging the Gap Bridging the Gap between Standards and between Standards and Achievement: The Imperative for Achievement: The Imperative for Professional Development in Professional Development in Education, 2002.Education, 2002.

ثالث نواٍحI في المعرفة العلمية للمعلم

معرفة المضمون أوالمحتوى العلمي

معرفة أفضل الممارساتفي تدريس المضمون أو

المحتوى العلمي معرفة كيفية أعادة بناء أو

تركيب التعل�م لدى التلميذ الذي يواجه الصعوبات

- الدكتور ريشارد المور، ”تضييق الهوة بين المعايير والتحصيل

العلمي: األولوية للتنمية 2002المهنية للمعلمين“،

Guiding QuestionGuiding Question سؤال توجيهي

How can we develop teachers’ knowledge How can we develop teachers’ knowledge of effective instructional practices in of effective instructional practices in mathematics?mathematics?

كيف ننمي معرفة المعلمين حول •الممارسات الفع�الة في تدريس

الرياضيات؟

Collaborative Coaching and Learning (CCL)Collaborative Coaching and Learning (CCL)التدريب والتعل�م التعاوني

• Synthesis of ideas and Synthesis of ideas and approaches:approaches:

-Medical Rounds -Medical Rounds ModelModel

-Inter-Visitations-Inter-Visitations

-Peer Observation-Peer Observation

تحليل األفكاروالمقاربات

نموذج الجوالت / الدورات

الطبية الزيارات الداخلية مراقبة أو مشاهدة

النظير / الزميل

• Focused on student learningFocused on student learning

• Job-embeddedJob-embedded

• Required of all teachersRequired of all teachers

• Followed up on by administrative Followed up on by administrative learning walks and supervisionlearning walks and supervision

• Begins at level of teacher’s Begins at level of teacher’s conceptual understandingconceptual understanding

• Provides opportunities for:Provides opportunities for:

-Practice-Practice

-Evaluation-Evaluation

-Reflection-Reflection

-Follow-up Discourse-Follow-up Discourse


التركيز على تعل�م التالميذ

العمل ضمني̀ا / المبني علىالعمل

المطلوب من المعلمينكافة

المتابعة من خالل زيارات أو ينوجهالمديرين أو المالمعلم المدرب

البدء إنطال̀قا من مستوىالجانب المفهومي للمعلم

:تأمين الفرص لـن التمر�التقويمابداء الرأي أو التعليقمتابعة النقاش

Three ComponentsThree Components Pre-Conference: Pre-Conference:

45-60 minutes45-60 minutes Demonstration Demonstration

Lesson: 60 Lesson: 60 minutesminutes

De-Brief: 45-60 De-Brief: 45-60 minutesminutes


ثالثة مكو�نات

:ما قبل االجتماع دقيقة 45-40

عرض نموذج حصةدقيقة45 دراسية:

استخالصالمعلومات 40-45 ومناقشتها:

دقيقة

Pre-ConferencePre-Conference االجتماع قبل االجتماع ما قبل ما

• Participants examine Participants examine and discuss math lesson and discuss math lesson with host teacher and with host teacher and facilitator:facilitator:– Identify the ‘big math Identify the ‘big math

ideas’ideas’– Host teacher describes Host teacher describes

the lessonthe lesson– Do the mathDo the math– Examine learning goalsExamine learning goals– Anticipate how students Anticipate how students

will engage in the will engage in the mathematicsmathematics

يتفحص ويناقش •المشاركون حصة

الرياضيات مع المعلم المضيف والمي�سير:

تحديد أفكار الرياضياتاألساسية

يصف المعلم المضيفحصة الرياضيات

ينفذ المضمونيتفحص األهداف التعل�مية يبين كيف سيتجاوب

التالميذ في حصة الرياضيات

Classroom ObservationClassroom Observation�ة الصفي �ة المشاهدة الصفي المشاهدة

• May be taught by May be taught by coach, coach and coach, coach and host teacher, or host host teacher, or host teacherteacher

• Visiting teachers Visiting teachers observe students observe students engaging in the engaging in the mathematics and mathematics and take notestake notes

• Visiting teachers sit Visiting teachers sit with students to with students to observe their thinkingobserve their thinking

يعطي حصة الرياضيات •

أو المعلم المعلم المدرب

المضيف أو االثنين م̀عا

يشاهد المعلمون الزائرون •

تجاوب التالميذ في حصة

الرياضيات ويسجلون

المالحظات

يجتمع المعلمون الزائرون •

مع التالميذ لمعرفة طريقة

تفكيرهم

Post-Visit DiscussionPost-Visit Discussionالزيارة بعد ما الزيارة نقاش بعد ما نقاش

• How did the students How did the students engage in the engage in the mathematics?mathematics?

• Was it in the way we Was it in the way we imagined? If not, why?imagined? If not, why?

• What did they seem to What did they seem to understand? Where did understand? Where did they struggle? What is they struggle? What is the evidence?the evidence?

• What might be next What might be next steps for this class?steps for this class?

• Teachers comment/raise Teachers comment/raise questionsquestions

كيف تجاوب التالميذ في حصة

الرياضيات؟

هل كان ذلك في الطريقة

نفسها التي

؟ اذا كان /توقعناهالناها�تخي

الجواب ال، لماذا؟

ما الذي تبين لنا انهم فهموه؟

اين واجهوا صعوبة في

الفهم؟ ما هو البرهان على

ذلك؟

ما هي الخطوات التالية في

هذا الصف؟

تعليقات/مالحظات المعلمين

– طرٍح األسئلة

District Background: The Elementary Math PlanDistrict Background: The Elementary Math Plan : لّلمرحّلة الرياضيات خطة المقاطعة حول : خّلفية لّلمرحّلة الرياضيات خطة المقاطعة حول خّلفية

•االبتدائيةاالبتدائية All teachers use the same All teachers use the same curriculum and assessment curriculum and assessment materials;materials;

• All teachers meet in grade All teachers meet in grade level teams to plan lessons level teams to plan lessons and look at student work as and look at student work as well as other kinds of well as other kinds of collaborations;collaborations;

• All teachers are engaged in All teachers are engaged in a shared program of a shared program of professional development; professional development; andand

• All principals are engaged All principals are engaged in professional in professional development.development.

يطبق جميع المعّلمون •المنهج ذاته واساليب

التقييم ذاتها؛يجتمع معّلمو الصف •

الواحد في مجموعات إلعداد الدروس ومناقشة عمل

الطالب وسبل التعاون األخرى؛

يشترك كافة •المعّلمون في برنامج

التنمية المهنية؛يشترك كافة المدراء •

في برنامج التنمية المهنية.

Learning Site Schools Provide Opportunities to LearnLearning Site Schools Provide Opportunities to Learnتوفtر مجتمعات التعل�م المهني في المدارس فر̀صا

للتعلuم

1.1. What does high-quality What does high-quality mathematics teaching and mathematics teaching and learning learning lookslooks like like in actionin action in in particular classrooms?particular classrooms?

2.2. What is the nature of the What is the nature of the professional learning professional learning community in the school?community in the school?

3.3. What is the impact of the What is the impact of the professional learning professional learning community on math teaching community on math teaching and learning school wide?and learning school wide?

كيف لتعّل�م وتعّليم

الرياضيات أن يظهرا

بأعّلى مستوى عند

تطبيقهما في صفوف

�نة؟ معي

ما هي طبيعة مجتمع

التعّل�م المهني في

المدرسة؟

ما هو تأثير مجتمع التعّل�م

المهني في تعّليم وتعّل�م

الرياضيات عّلى مستوى

؟ المدرسة ككل�

Learning Site SchoolsLearning Site Schoolsالتعل�م لمجتمعات كمواقع المدارس

المهني

Criteria for Selecting Learning Site SchoolsCriteria for Selecting Learning Site Schoolsمعايير اختيار المدارس كمواقع لمجتمعات التعلuم

المهني

1.1. The school’s vision of what it The school’s vision of what it means to offer means to offer allall students a students a rigorous high-quality math rigorous high-quality math education;education;

2.2. The school’s understanding of The school’s understanding of what it means for teachers, what it means for teachers, administrators, and parents to administrators, and parents to collaborate around math collaborate around math teaching and learning; teaching and learning;

3.3. The school’s progress in The school’s progress in creating structures that support creating structures that support a school-wide focus on math a school-wide focus on math teaching and learning; andteaching and learning; and

4.4. The school’s commitment to The school’s commitment to fully engage in all Learning Site fully engage in all Learning Site activities. activities.

الرؤية التي كو�نتهاالمدرسة حول توفير تربية

دقيقة وعالية الجودة في الرياضيات إلى جميع

التالميذ؛ مفهوم المدرسة حول

تعاون المعّل�مين واإلداريين واألهل في خدمة تعّليم

وتعّل�م الرياضيات؛ تقد\م المدرسة في خّلق

بنى تدعم التركيز عّلى تعّليم وتعّل�م الرياضيات عّلى مستوى المدرسة

ككل�؛ التزام المدرسة باالشتراك

�ي̂ا في كل� نشاطات كّلمجتمعات التعّل�م.

Learning Site Commitments and Responsibilities for TeachersLearning Site Commitments and Responsibilities for Teachersالتزامات مجتمعات التعل�م المهني ومسؤوليات المعل�مين

1.1. All teachers fully implement All teachers fully implement the elementary math the elementary math curriculum and assessment curriculum and assessment materials;materials;

2.2. All teachers are participating All teachers are participating in designated professional in designated professional development and participate development and participate in school-based opportunities in school-based opportunities to collaborate with to collaborate with colleagues; and colleagues; and

3.3. Teachers are taking on Teachers are taking on leadership roles that support leadership roles that support math teaching and learning math teaching and learning school-wide.school-wide.

،ق كل� المعل�مونtيطب

بالكامل، منهج

الرياضيات لمرحلة

التعليم األساسي

باإلضافة إلى موارد

التقييم؛

يشارك كل� المعل�مون

في التطوير المهني

المحد�د؛

يضطلع المعل�مون

بأدوار قيادية لدعم

تعليم وتعلuم

الرياضيات على

مستوى المدرسة

. ككل�

Learning Site Commitments and Responsibilities for PrincipalsLearning Site Commitments and Responsibilities for Principalsمجتمعات التعل�م المهني ومسؤوليات المدير

1.1. Principals participate in Principals participate in professional development;professional development;

2.2. Principals act as Principals act as instructional leaders in math, instructional leaders in math, support professional support professional learning communities, and learning communities, and nurture teacher leadership; nurture teacher leadership; and and

3.3. Principals monitor math Principals monitor math teaching and learning teaching and learning school-wide to ensure high-school-wide to ensure high-quality practice in each quality practice in each classroom.classroom.

يشارك المدراء فيالتطوير المهني؛

يلعب المدراء دورالقادة التعليمين في الرياضيات ويدعمون

مجتمعات التعل�م المهني؛

يراقب المدراء تعليموتعل�م الرياضيات على مستوى المدرسة ككل�

ليضمنوا أن يكون التطبيق عالي الجودة

في كل� صف� من الصفوف.

Learning Site Commitments and Responsibilities for Schoolsمجتمعات التعل�م المهني ومسؤوليات المدارس

1.1. School structures that School structures that support professional support professional learning communities are learning communities are in place; in place;

2.2. Schools agree to open their Schools agree to open their doors to visitors according doors to visitors according to established protocols; to established protocols; andand

3.3. Schools make themselves Schools make themselves available for focused available for focused explorations of various explorations of various components of the components of the Elementary Math Plan. Elementary Math Plan.

تمتع المدرسة بالبنى التي

تدعم مجتمعات التعّل�م

المهني؛

موافقة المدارس عّلى فتح

أبوابها لّلزو�ار وف̀قا لما هو

�فق عّليه مت

رةaكون المدارس متوف

bزة الستطالعات مرك

لمكو�نات خط�ة تعّليم

الرياضيات في المرحّلة

األساسية.

Components of a Learning Site VisitComponents of a Learning Site Visitمكو�نات مجتمعات التعل�م المهني في المدارس

• Structured classroom visits to Structured classroom visits to examine high-quality math examine high-quality math teaching and learning teaching and learning in actionin action in in particular classrooms;particular classrooms;

• A learning walk through the A learning walk through the school with the principal to school with the principal to consider consistency of practice consider consistency of practice across classrooms; andacross classrooms; and

• Discussions with teacher leaders Discussions with teacher leaders about their professional learning about their professional learning community and how it supports community and how it supports math teaching and learning math teaching and learning school-wide.school-wide.

مة لّلصفوفbزيارات منظلّلتحق�ق من كيفية تطبيق

��م وتعّليم الرياضيات تعّلبمستواهما العالي في

�نة؛ صفوف معي زيارة تعّليمية مع المدير

عبر المدرسة لدراسة الثبات واالستمرارية في

التطبيق في الصفوف كاف�ة؛ مناقشة المعّل�مين القادة

حول مجتمع التعّل�م المهني الخاّص� بهم وكيفية دعمه لتعّليم وتعّل�م الرياضيات عّلى مستوى المدرسة

. ككل�

Learning Site VisitLearning Site Visitزيارة إلى مجتمعات التعل�م المهني في

المدارس

Structured Classroom VisitsStructured Classroom Visits زيارات منظ}مة للصفوف

• Pre-visit discussion45-60 minutes

-45مناقشات ما قبل الزيارات • دقيقة60

• Classroom visit 60 minutes

دقيقة60زيارة الصف� •

• Post-visit discussion45-60 minutes

60-45مناقشات ما بعد الزيارات •دقيقة

Facilitated Pre-Visit DiscussionFacilitated Pre-Visit Discussion تسهيل مناقشات ما قبل الزيارات

• Doing the math of the lesson;

حل� المسائل الدراسية في •الدرس؛

• Examining the lesson itself;

تفح�ص الدرس بحدa ذاته؛•• Anticipating how students will engage

in the lesson; and

توق�ع كيفية انشغال التالميذ •في الدرس؛

• Discussing the goals the host teacher has for the lesson.

مناقشة أهداف الدرس التي •وضعها المعّلaم المضيف.

Classroom VisitClassroom Visitزيارة الصف

• Visitors sit with students to

observe and take notes on

students’ math thinking once

the lesson has gotten

underway.

يجلس الزائرون مع •التالميذ لمالحظة طريقة تفكيرهم في الرياضيات لوا مالحظات حول tويسج ذلك ما إن ينطلق الدرس.

Classroom VisitClassroom Visit

Facilitated Post-Visit DiscussionFacilitated Post-Visit Discussion تسهيل مناقشات ما بعد الزيارات

• How did students engage in the math of the lesson? كيف انشغل التالميذ في درس الرياضيات؟•

• What did they seem to understand? Where did they struggle? What is the evidence?

ما الذي بدا أن�هم يفهمونه؟ أين واجهوا صعوبات؟ •ما هي األدل�ة التي بي�نت ذلك؟

• What might be the next steps for this class?؟• ماذا ي~حتمل أن تكون الخطوة التالية لهذا الصف�

• What will you keep in mind as you return to your own classrooms?

ك؟ • ما الذي سيبقى في بالك عندما تعود إلى صف�

Learning Walk Facilitated by the PrincipalLearning Walk Facilitated by the Principalالمدير باشراف المدرسية المدير الزيارات باشراف المدرسية الزيارات

1.1. Consistencies in the Consistencies in the quality of student work quality of student work posted in the hallways and posted in the hallways and in classrooms; in classrooms;

2.2. Consistencies in the Consistencies in the teaching and learning teaching and learning across classrooms; and across classrooms; and

3.3. Discussions about how the Discussions about how the principal, as instructional principal, as instructional leader, supports these leader, supports these consistencies. consistencies.

يتبع الزائرون المدير في زيارة عبر

المدرسة ويرك�زون على ما يلي:

الثبات في نوعيةأعمال التالميذ المعروضة في

األروقة وفي غرف الصفوف؛

الثبات واالستمراريةفي التعليم والتعل�م عبر الصفوف كل�ها.

Learning WalkLearning Walk

Facilitated Discussions With Teacher LeadersFacilitated Discussions With Teacher Leadersتسهيل المناقشات مع المعل�مين القادة

1.1. How do you collaborate with How do you collaborate with colleagues in your school?colleagues in your school?

2.2. How has this made a How has this made a difference for math teaching difference for math teaching and learning school-wide?and learning school-wide?

3.3. What professional What professional development helped prepare development helped prepare you to become a teacher you to become a teacher leader?leader?

4.4. What are the lessons you have What are the lessons you have learned on this journey and learned on this journey and what are your next steps?what are your next steps?

كيف تتعاون مع الزمالءفي مدرستك؟

ما الفرق الذي أدخلهالتعاون على تعليم

وتعل�م الرياضيات على مستوى المدرسة

؟ ككل�

ما هو التطو�ر المهنيالذي يساعدك على

التحضير لتصبح معل�م قائد؟

ماذا تعل�مت من هذهالزيارة وما هي

خطواتك المستقبلية؟

Preparation:Preparation: Setting the CalendarSetting the Calendarالرزنامة / وضع التحضير

1.1. What are the dates for the What are the dates for the visits?visits?

2.2. What classrooms at what What classrooms at what grade levels will be open for grade levels will be open for visits?visits?

3.3. How will this information be How will this information be distributed?distributed?

4.4. How will visitors be How will visitors be identified? What identified? What confirmation information confirmation information will they need?will they need?

5.5. What other preparations What other preparations might be necessary?might be necessary?

ما هي تواريخ

الزيارات؟

أي صفوف من كل�

ي ستكون مستوى صف�

مفتوحة للزيارات؟

ع هذه كيف ستوز�

المعلومات؟

كيف سي~حد}د الزائرون؟

إلى أي تأكيدات قد

يحتاج الزائرون؟

أي تحضيرات أخرى قد

. تحتاج إلى القيام بها

Preparation: Planning the Classroom VisitPreparation: Planning the Classroom Visitالصفوف: لزيارة التخطيط التحضير

1.1. Who will work with the Who will work with the host teacher to prepare host teacher to prepare for the classroom visit?for the classroom visit?

2.2. What lesson will be What lesson will be taught? What curriculum taught? What curriculum and assessment material and assessment material will be needed for will be needed for visitors?visitors?

3.3. Who will facilitate the Who will facilitate the pre-visit and post-visit pre-visit and post-visit discussions?discussions?

من سيعمل مع

المعلtم المضيف

للتحضير لزيارة

؟ الصف�

ما هي الدروس التي

ستعطى؟ أي� مواد

من المنهج وموارد

تقييم سيحتاج إليها

الزائرون؟

ل tمن سيسه

المناقشات قبل

الزيارات وبعدها؟

Preparation: The Learning WalkPreparation: The Learning Walkالتعليمية: الزيارة التحضير

1.1. Who will make sure Who will make sure current student work is current student work is posted in the hallways and posted in the hallways and in classrooms?in classrooms?

2.2. Who will communicate Who will communicate with teachers so they know with teachers so they know the learning walk is taking the learning walk is taking place?place?

3.3. Who will ensure that Who will ensure that teachers are working on teachers are working on the scheduled content with the scheduled content with students?students?

من سيحرص على أن

أعمال التالميذ الحديثة

معل�قة في األروقة

وفي غرف الصفوف؟

من سيتواصل مع

المعل�مين ليعلمهم

بالزيارة التعليمية؟

من سيتأك�د من أن�

المعل�مين يعملون مع

التالميذ على المحتوى

المحدد؟

Preparation: Discussion with Teacher LeadersPreparation: Discussion with Teacher Leadersالتحضير: المناقشة مع المعل�مين القادة

1.1. Who will meet with Who will meet with teacher leaders to discuss teacher leaders to discuss what might find it useful what might find it useful to hear?to hear?

2.2. How will teacher leader How will teacher leader comments be organized? comments be organized?

3.3. How will teacher leaders How will teacher leaders handle questions?handle questions?

4.4. Who will facilitate and Who will facilitate and keep track of time?keep track of time?

من سيجتمعبالمعل�مين القادة

لمناقشة ما هو مفيد أن يسمعه المعل�مون؟

كيف ستنظ}متعليقات المعلtم

القائد؟ كيف سيعالج

المعل�مون القادة األسئلة؟

ل العمل tمن سيسهويضبط الوقت؟

Session 2: Defining the WorkSession 2: Defining the Work

Keys Features of Improvement in Mathematical Instruction: Keys Features of Improvement in Mathematical Instruction:

المقو�مات األساسية لتحسين طرق تدريس الرياضيات:المقو�مات األساسية لتحسين طرق تدريس الرياضيات:•طريقة مورفيطريقة مورفي A common understanding of national standards.A common understanding of national standards.

إدراك عام للمعايير الوطنية.إدراك عام للمعايير الوطنية. •• A math program that aligned with our national and state standards.A math program that aligned with our national and state standards.

برنامج الرياضيات متراصف ومتماسك مع المعايير برنامج الرياضيات متراصف ومتماسك مع المعايير • الوطنية والمحل�ية.الوطنية والمحل�ية.

• A commitment to improving teacher capacity to instruct the A commitment to improving teacher capacity to instruct the selected math series.selected math series.

التزام بتحسين قدرة المعل�م في تعليم سلسلة الرياضيات التزام بتحسين قدرة المعل�م في تعليم سلسلة الرياضيات • المختارة.المختارة.

• A systematic and public protocol for disaggregating A systematic and public protocol for disaggregating and and making making inferences about assessment data.inferences about assessment data.

بروتوكول نظامي وعام لفصل معطيات التقويم والقيام بروتوكول نظامي وعام لفصل معطيات التقويم والقيام •باستنتاجات حولهاباستنتاجات حولها

Key: Discussing Mathematics Teaching and Learning TogetherKey: Discussing Mathematics Teaching and Learning Togetherالمفتاٍح: مناقشة تعليم وتعل�م الرياضيات م̀عا

1.1. Participating in professional Participating in professional development together;development together;

2.2. Planning and debriefing Planning and debriefing grade level team meetings; grade level team meetings;

3.3. Looking at Student Work Looking at Student Work (LASW) sessions; (LASW) sessions;

4.4. Opening classrooms to Opening classrooms to colleagues; and colleagues; and

5.5. Coming to consensus on Coming to consensus on school goals and working school goals and working together to meet them.together to meet them.

المشاركة في المشاركة في 1.1.التنمية المهنية م̀عا؛التنمية المهنية م̀عا؛

التخطيط ومناقشة التخطيط ومناقشة 2.2.اجتماعات معلمي اجتماعات معلمي

الصف الواحد؛الصف الواحد؛

مشاهدة اعمال مشاهدة اعمال 3.3.الطالب؛الطالب؛

فتح الصفوف فتح الصفوف 4.4.للزمالء؛للزمالء؛

الوصول إلى اتفاق الوصول إلى اتفاق 5.5.مشترك حول غايات مشترك حول غايات

وأهداف المدرسة وأهداف المدرسة والعمل م̀عا والعمل م̀عا

لتحقيقها.لتحقيقها.

ReflectReflect والتأمل والتأمل المناقشة المناقشة

• Why are these elements of Why are these elements of capacity important?capacity important?

• How can your district implement How can your district implement these initiatives with teachers?these initiatives with teachers?

• What is the next level of your What is the next level of your work?work?

• What specific commitment are What specific commitment are you willing to make as you go you willing to make as you go back out into the field as a back out into the field as a supervisor of mathematics?supervisor of mathematics?

• What steps do you need to take What steps do you need to take to insure quality implementation to insure quality implementation of commitment?of commitment?

لماذا عناصر بناء •القدرات هذه مهمة؟

كيف يمكن لمسئولي •المقاطعة تطبيق هذه

المبادرات؟

ما هو المستوى الالحق •لعملك؟

ما هي التزاماتك كموجه •والتي ترغب بتطبيقها

في الميدان؟

ما هي الخطوات التي •ستنفذها للحصول على

نوعية عالية لتطبيق التزاماتك هذه؟

Additional Research in Mathematics Additional Research in Mathematics EducationEducation

• Bishop, Wayne, and Hook, John. (2007). A Quality math Bishop, Wayne, and Hook, John. (2007). A Quality math curriculum in support of effective teaching for elementary curriculum in support of effective teaching for elementary schools. schools. Educational Studies in MathematicsEducational Studies in Mathematics, June 2007, , June 2007, 65(2), 125-148. 65(2), 125-148. http://sfx.hul.harvard.edu/citation/sfx_local/http://sfx.hul.harvard.edu/citation/sfx_local/

• Boe, Erling and Shin, Sujie. (2005). Is the United States Boe, Erling and Shin, Sujie. (2005). Is the United States Really Losing the International Horse Race in Academic Really Losing the International Horse Race in Academic Achievement?Achievement? Phi Delta Kappan, Phi Delta Kappan, May 2005, 86(9), 688-695. May 2005, 86(9), 688-695. http://sfx.hul.harvard.edu/citation/sfx_local/http://sfx.hul.harvard.edu/citation/sfx_local/

• Garelick, Barry. (2006). Miracle math. Garelick, Barry. (2006). Miracle math. Education NextEducation Next, 6(4), , 6(4), Fall 2006, 38-45. Fall 2006, 38-45. http://sfx.hul.harvard.edu/citation/sfx_local/http://sfx.hul.harvard.edu/citation/sfx_local/

• Hill, Heather C. , Rowan, Brian, and Ball, Deborah Hill, Heather C. , Rowan, Brian, and Ball, Deborah Loewenberg. (2005). Effects of Teachers’ Mathematical Loewenberg. (2005). Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement. Knowledge for Teaching on Student Achievement. American American Educational Research JournalEducational Research Journal, 42(2), 371-406. , 42(2), 371-406. http://sfx.hul.harvard.edu/citation/sfx_local/http://sfx.hul.harvard.edu/citation/sfx_local/


• Lewis, Anne C. (2005). Washington Commentary: Endless ping-Lewis, Anne C. (2005). Washington Commentary: Endless ping-pong over math education. pong over math education. Phi Delta KappanPhi Delta Kappan, 86(6), February , 86(6), February 2005, 420. 2005, 420. http://sfx.hul.harvard.edu/citation/sfx_local/http://sfx.hul.harvard.edu/citation/sfx_local/

• Ma, Liping. (1999). Ma, Liping. (1999). Knowing and teaching elementary Knowing and teaching elementary mathematics: Teachers understanding of fundamental mathematics: Teachers understanding of fundamental mathematics in China and the United Statesmathematics in China and the United States. (Forward, pp ix-xii; . (Forward, pp ix-xii; Introduction, pp xvii-xxv; Chapter 1, pp. 1-27; Chapter 3, pp. 55-Introduction, pp xvii-xxv; Chapter 1, pp. 1-27; Chapter 3, pp. 55-83). Mahwah, New Jersey: Lawrence Erlbaum Associates, 83). Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers. Publishers.

• Marshall, John (2003). Math wars: Taking sides.Marshall, John (2003). Math wars: Taking sides. Phi Delta Phi Delta Kappan,Kappan, November 2003, 95(3),193-200. November 2003, 95(3),193-200. http://sfx.hul.harvard.edu/citation/sfx_local/http://sfx.hul.harvard.edu/citation/sfx_local/Moses, Robert. (2001). Moses, Robert. (2001). Radical equations: Math literacy and civil Radical equations: Math literacy and civil rightsrights. Boston: Beacon Press. Ch 4, 94-113; Ch 5, 114-133. . Boston: Beacon Press. Ch 4, 94-113; Ch 5, 114-133.

• Pascopella, Angela. (2007). Focal points for pre-K8 math. Pascopella, Angela. (2007). Focal points for pre-K8 math. District AdministrationDistrict Administration, May 2007, 43 (5), 30-41. , May 2007, 43 (5), 30-41. http://sfx.hul.harvard.edu/citation/sfx_local/http://sfx.hul.harvard.edu/citation/sfx_local/


• Schleppenbach, M., Perry, M., Miller, K. L., Sims, L., & Ge Schleppenbach, M., Perry, M., Miller, K. L., Sims, L., & Ge Fang. (2007). The answer is only the beginning. Extended Fang. (2007). The answer is only the beginning. Extended discourse in Chinese and U.S. mathematics classroom. discourse in Chinese and U.S. mathematics classroom. Journal of Educational Psychology, 99Journal of Educational Psychology, 99(2), 380-396. (2), 380-396. http://sfx.hul.harvard.edu/citation/sfx_local/http://sfx.hul.harvard.edu/citation/sfx_local/

• Stigler, James W. and Hiebert, James. (2004). Improving Stigler, James W. and Hiebert, James. (2004). Improving mathematics teaching. mathematics teaching. Educational LeadershipEducational Leadership, 61(5), , 61(5), February 2004, 12-17. February 2004, 12-17. http://sfx.hul.harvard.edu/citation/sfx_local/http://sfx.hul.harvard.edu/citation/sfx_local/

• TIMMS Video mathematics research group. (2003). TIMMS Video mathematics research group. (2003). Understanding and improving mathematics teaching: Understanding and improving mathematics teaching: Highlights from the TIMSS 1999Video Study. Highlights from the TIMSS 1999Video Study. Phi Delta Phi Delta Kappan,Kappan, June 2003, 84(10), 768-775. June 2003, 84(10), 768-775. http://sfx.hul.harvard.edu/citation/sfx_local/http://sfx.hul.harvard.edu/citation/sfx_local/

For Further InformationFor Further Information

• Angel Charles:Angel Charles:

[email protected]@boston.k12.ma.us

• Tony TohmeTony Tohme

[email protected]@educationalrc.org

[email protected]@ldlp.com• Wadih FreihaWadih Freiha

[email protected]@eim.ae

www.educationalrc.orgwww.educationalrc.org

Organizing Schools and Districts for Rigorous Mathematics Instruction Day 2

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