Transcript Milwaukee Mathematics Partnership

Milwaukee
Mathematics Partnership
Sharing in Leadership for Student
Success
Hank Kepner
Park City Mathematics Institute
July, 2008
Mathematics
Framework
Distributed
Leadership
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Teacher
Learning
Continuum
Student
Learning
Continuum
Mathematics Design
Teams
 Implement recommendations of the
MET Report, to the extent possible
within the ECE/MCEA program
structure.
 Develop mathematical knowledge
needed for teaching.
 Mathematics content tied
to classroom practice.
Design Team Philosophy
for Pre-service Courses
 Mathematics faculty provide rigorous
mathematics content.
 Mathematics education faculty focus on
mathematical knowledge for teaching.
 Classroom teachers (Teacher-inresidence) make connections to
classroom practice.
Design Team Courses and Membership
Problem Solving
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UWM Math Dept
Dr. Richard O’Malley
Dr. Kevin McLeod
TIR Sharonda Harris
Math Educator – Kelly Kaiser
Dr. Hank Kepner
Discrete Probability and
Statistics
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UWM Math Dept
Dr. Richard Stockbridge
Gary Luck
Math Educator
Dr. Hank Kepner
MATC Math Dept
Dave Ruszkiewicz
K-12 coordinator & Statistics
Educator
Pat Hopfensperger
Geometry
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UWM Math Dept
Dr. Ric Ancel
Dr. Kevin McLeod
Math Educator
Dr. Hank Kepner
TIR Melissa Hedges
Algebraic Structures
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UWM Math Dept
Dr. Craig Guilbault
Dr. Kevin McLeod
Middle School Teacher
Connie Laughlin
MPS classroom teacher
Nancy Jo Grochowwski
Mathematical Explorations for
Elementary Teachers I and II
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UWM Math Dept & Coordinator
Explorations I and II
Gary Luck, Bill Mandella
MATC Math Dept
Dave Ruszkiewicz
Dr. Tom Geil
Math Educator
Dr. Hank Kepner
MPS classroom teacher
Meghan Steinmeyer
Secondary Capstone Course
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UWM Math Dept
Dr. Kevin McLeod
Math Educator
Dr. Hank Kepner
TIR Dan Lotesto
Milwaukee Public Schools
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93,000 students in 218 schools
Largest school district in Wisconsin
27th largest district in the nation
Nearly 6200 teachers
87% minority student population:
58% African American, 20% Hispanic, 13%
White, 5% Asian, 1% Native American
75% receive free or reduced lunch
Student achievement is well below state
averages; gaps persist for all subgroups
(Source: 2005-2006 MPS Report Card)
The Role of Mathematicians in
the Preparation and Professional
Development of Teachers:
The UW-Milwaukee Perspective
Kevin McLeod (Mathematics, UWM)
Hank Kepner (Mathematics Education, UWM)
12th AMTE Annual Conference
Tulsa, Oklahoma
January 24-26, 2008
Mathematical Education of
Teachers (MET) Report
 Prospective teachers need mathematics
courses that develop a deep
understanding of the mathematics that
they teach.
 The mathematical education of teachers
should be seen as a partnership between
mathematics faculty and mathematics
education faculty.
 There needs to be more collaboration
between mathematics faculty and school
mathematics teachers.
Examples of UWM
Mathematics Faculty
Involvement
• Course design teams for pre-service,
p.d.mathematics courses
• Monthly Math Teacher Leader professional
development meetings
• Writing and validating district learning
targets for grades K-12
• Validating CABS for grades 2-8
• Writing rubrics for selected CABS
• Participating in state standards, item-writing
Mathematics Fellows
Offerings
Classroom teachers gaining
mathematics recognition
• MATH 275: Problem Solving and Critical
Thinking
• MATH 276: Algebraic Structures
• MATH 277: Geometry
• MATH 278: Discrete Probability and Statistics
• MATH xxx: A calculus experience
Monthly
Math Teacher Leader
p d meetings
 Over 120 Math Teacher Leaders one from
most MPS schools
 Full day of professional development every
month
 90-minute math content session, jointly
planned by mathematicians, mathematics
educators, and teachers-in-residence
Classroom Assessments
Based on Standards (CABS)
• Teacher committees write sample CABS
for each content strand and each grade
level
• CABS are reviewed by mathematics
faculty before distribution
Sample Wisconsin State Test
Descriptors
• (Beginning of 4th Grade) Use notation to
represent mathematical thinking: letter or
box (variable); operation symbols (+,-,=)
• (Beginning of 7th grade) Represent
problem situations with one or two-step
equations or expressions.
What Should a Rubric Look
Like for this CABS?
This year, the third grades at Lincoln
Elementary want to treat the whole school
to popcorn. They have 55 popcorn kits.
Each kit makes 9 servings of popcorn.
Will they have enough servings to give
popcorn to 436 students and 17 teachers?
Mathematics Faculty
Involvement (Continued)
• College placement test preparation
materials
• Online, self-grading, Early Mathematics
Placement Test
• MPS Transition to College Mathematics
Pilot Committee
• Summer bridge program
• Accelerated/intensive sections of
remedial college math courses
Milwaukee Mathematics
Partnership Website
http://mmp.uwm.edu