constructing a virtual community of mathematical practice amongst teacher candidates, practicing...
TRANSCRIPT
Constructing a Virtual Community Of Mathematical Practice amongst Teacher Candidates, Practicing Teachers, & Teacher Educators*
Rachael Aming-AttaiJohn Somers Jean LeeSarah Weimer
AACTEAtlanta, GA
March 01, 2015
* P r o j e c t f u n d e d b y C a r n e g i e C o r p o r a t i o n o f N Y
GETTING TO KNOW YOU
• Who are you?• What is your
interest in this session?
http://careerrocketeer.com/2011/03/top-mistakes-to-avoid-in-your-cover-letters-introduction.html
SOME BACKGROUND…
• PSTs limited knowledge of math impacts how they facilitate math opportunities for children.
• Changing curriculum for Indiana teachers to implement Standards for Mathematical Practice (Process Standards).
SOME BACKGROUND…• UIndy received grant money from Carnegie
Foundation.
• Developed a project and began in Fall 2013: Constructing a Virtual Community Of Mathematical Practice amongst Teacher Candidates, Practicing Teachers, & Teacher Educators
• Symbiotic partnership.
http://webecoist.momtastic.com/2009/03/01/symbiotic-bird-animal-relationships/
LITERATURE REVIEW
• Characteristics of expert PD models are lacking (Weiss, Miller & Pasley, 2011).
• Online PD virtual communities can achieve similar outcomes as compared to traditional ones (Blitz, 2013).
• Peer coaching results in a significantly greater transfer (Joyce & Showers, 2002).
• Using video-sharing platform is a “disruptive” innovation, enabling teacher and coach to see true picture of teaching (Knight, 2014).
DRIVING QUESTION:How can educator preparation programs leverage virtual communities of practice to address the necessary shift in mathematical practice and create more highly effective, math-ready teachers?
Our Professional
Learning Community
(PLC)
PST’s taught tasks to small student groups. Lessons were video
recorded and uploaded to a video-sharing
platform.
Teacher coaches viewed the videos and provided feedback.
PST’s reviewed videos and
used feedback to adjust their next lesson.
PST’s developed rich tasks with help
of UIndy instructors to implement the Common Core Mathematical
Practices.
TECHNOLOGY FOR VPLC
WWW.SWIVL.COM
Our Professional
Learning Community
(PLC)
PST’s taught tasks to small student groups. Lessons were video
recorded and uploaded to a video-sharing
platform.
Teacher coaches viewed the videos and provided feedback.
PST’s reviewed videos and
used feedback to adjust their next lesson.
PST’s developed rich tasks with help
of UIndy instructors to implement the Common Core Mathematical
Practices.
FOCUS FOR FEEDBACKWhile viewing the videos, the mentor teachers used a rubric to assess the PSTs. (Marshall, J.,2009. EQUIP, Clemson University.)
The rubric examined:
1. Instructional Factors
2. Discourse Factors
3. Assessment Factors
4. Curriculum Factors
TEACHER COACHES VIEWED VIDEOS & PROVIDED FEEDBACK
Our Professional
Learning Community
(PLC)
PST’s taught tasks to small student groups. Lessons were video
recorded and uploaded to a video-sharing
platform.
Teacher coaches viewed the videos and provided feedback.
PST’s reviewed videos and
used feedback to adjust their next lesson.
PST’s developed rich tasks with help
of UIndy instructors to implement the Common Core Mathematical
Practices.
Our Professional
Learning Community
(PLC)
PST’s taught tasks to small student groups. Lessons were video
recorded and uploaded to a video-sharing
platform.
Teacher coaches viewed the videos and provided feedback.
PST’s reviewed videos and
used feedback to adjust their next lesson.
PST’s developed rich tasks with help
of UIndy instructors to implement the Common Core Mathematical
Practices.
IMPROVEMENT OF PRACTICE
PSTs Teacher Coaches
VPLC
PSTS
’ COMMENTS
RA
CH
AE
L AM
I NG
- AT
T AI
PSTS’ COMMENTS
“Having the opportunity to practice the constructivist approach has built up my ability to teach math tremendously.”
“The videos allowed me to see my teaching from a different perspective, which allowed me to notice things that I didn't realize I was doing or that I should continue to do.”
“I was able to watch myself on the video and observe what areas within my teaching needed improvement. The videos also acted as a form of [student] assessment.”
A COACH’S EXPERIENCE
SARAH WEIMER
COACHES’ COMMENTS
“I liked seeing another rubric that describes effective teaching. Also, providing feedback for the candidates prompted me to reflect about my own teaching.”
“Watching teachers teach (especially new teachers, right out of and/or in college) inspires me to try new strategies that I see!”
“Having [SMP’s] presented to us in a PD format and explaining that … these practices are what is important has helped me outside of this grant as well by implementing it into the [PD] I lead and coaching meetings I have.”
BUILDING COLLABORATION
PSTs Teacher Coaches
VPLC
VPLC
• Continued relationship between CHA & UIndy
• “The coaching opened up a lot of lines of communication.”
• “We were willing to be vulnerable with each other which brought the grade-level teams together.”
• Shifting from TAP focus on teacher action & hierarchy structures to focus on students and peer culture
• New LOI submitted to 100Kin10 to focus on student-centered coaching (Sweeney, D.)
http://www.lakeshore.wnyric.org/domain/19
RESULTS
JOHN SOMERS
COMPARISON DATA
I-STEP DATA
EQUIP RUBRIC SCORES
AUDIENCE DISCUSSION
1. How can a video analytic software tool help with PSTs’ development of knowledge, skills, and abilities?
2. What suggestions do you have to refine our PD model?
3. What potential does this type of virtual community of practice hold for teacher education? How can it support PSTs to learn pedagogy creatively?
