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LEADERSHIP STRAND
Friday
Asilomar
Grounds
8:30-10:00
103 LEVEL: 3-12 TYPE: INT
MATHEMATICS COACHING 101: GETTING STARTED WITH FACE TO FACEHope Bjerke, Math Coach, Tehama COE; & Sherry Gerrodette, ,
Getting started as a mathematics coach is difficult because everyone has a different idea about what the job is about. There are few opportunities for training and most of us struggle to find our niche. I’ve been doing a combination of cognitive and content-based coaching for three years in Siskiyou, Shasta, and Tehama counties and have experienced success. I’d like to share what I’ve been doing and help you find a style that works for you.
LDR
10:30-Noon
203 LEVEL: GI TYPE: INT
EQUITY AND ACCESS: STRATEGIES FROM THE NCSM PRIME FRAMEWORKDiane Briars, Math Education Consultant
Achievement gaps are a function of differences in learning opportunities afforded to students. This session highlights the 12 essential actions for mathematics education leaders from the NCSM PRIME Leadership Framework to address such gaps and promote equity and access for students within their schools and districts.
LDR
1:30-3:00
303 LEVEL: GI TchrEd TYPE: PRS
SO NOW YOU’RE A MATH COACH: GETTING STARTEDRuth Chamberlin, Facilitator, Educational Service District 112; & Shairlyn Fish, Facilitator, Educational Service District 171
With continued need for improvement in mathematics and to help all students meet many schools are hiring math coaches to work with their schools. Suggestions for how to focus the work will be shared. This session will deal with challenges beginning coaches face as they work toward helping teachers rethink their practice. Participants will also receive coaching resource suggestions.
LDR
3:30-5:00
403 LEVEL: 6-12 TYPE: PRS
CALIFORNIA ALGEBRA: FOR ALL OR FOREVER?Phil Tucher, Coordinator, Bay Area Coalition for Equitable Schools; & David Foster, Director, Noyce Foundation
California students must pass Algebra to graduate. Middle school students are enrolled in Algebra to avoid school penalties on state accountability measures. With more youngsters passing the Algebra CST at an earlier age why are the state and district CST Algebra gains such a mixed bag? What are top performing districts doing and what lessons can we learn by studying the test and the data results, so that all districts can improve students’ understanding and performance in algebra?
LDR
Saturday
Asilomar
Grounds
8:30-10:00
503 LEVEL: 6-12 TYPE: PRS
BRIDGING THE GAP FROM MIDDLE TO HIGH SCHOOLSteve Asp, District Math Coordinator/ Dept. Chair, San Mateo HS, San Mateo UHSD; & Rebecca Poon, Dept. Chair, Aragon HS
The Math Articulation Team has improved the level and substance of collaboration over the past 15 years by striving to make the curriculum grades 6-12 seamless in the four feeder districts and five high schools by better understanding the curriculum and striving for a deeper understanding of Algebra at all levels.
LDR
10:30-Noon
603 LEVEL: 9-12 TYPE: PRS
A PRIME TEACHER: NCSM’S TEACHING AND LEARNING INDICATORSJerry Cummins, Author/Consultant
A PRIME teacher will ensure high expectations and access to meaningful mathematics instruction every day. The three indicators are: 1) every teacher pursues the successful learning of mathematics for every student; 2) every teacher implements research-informed best practices and used effective instructional planning and teaching strategies; 3) every teacher participates in continuous and meaningful mathematics professional development and learning to improve his or her practice.
LDR
1:30-3:00
703 LEVEL: 3-8 TYPE: PRS
IT’S ALL ABOUT THE PROFESSIONAL DEVELOPMENT MODELLisa Sandberg, Director Math & Science & Maureen Clements, Coach, Tehama COE
The North State Math Partnership is a CaMSP grant, serving teachers in three rural counties. Our success is threefold: - a strong commitment from leadership team and schools to provide solid pedagogy and content based on CSU Chico’s Math Project. - powerful relationships between each classroom teacher and their math coach, and - the work of our local evaluator. We showcase this successful grant and share how we make our model work for teachers. Come and listen but be prepared to do some math NSMP style!
LDR
3:30-5:00803 LEVEL: TchrEd TYPE: INT
VIDEO AS A METACOGNITIVE PROFESSIONAL DEVELOPMENT FORUMAngela Thompson, Grad Student, UCSC Education Dept.; & Kip Tellez, Assistant Professor, UCSC
An alternative form of professional development to enhance growth in academic language instruction in mathematics for English learners: Ten teachers were videotaped using academic language during mathematics instruction. The videos were previewed and then discussed in pairs at a professional development that focused on reflection. At a second professional development, these teachers discussed short clips of each other’s videos to gain a deeper understanding.
LDR
Sunday
Asilomar
Grounds
9:00 - Noon
Although not specifically Leadership all four Sunday morning sessions will be of
particular
interest to all administrators and teacher leaders. Pick two of the four! See Asil Sunday
for more
details.
Jump to the main information page, North Reg
Main Conference
NOTE: These are all active links!
Click on any to go to descriptions of sessions at that time/place,
speakers, grade levels, and ticket requirements if any.
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This Page was last updated: Wednesday, September 3, 2008 at 12:06:02 AM
This page was originally posted: 9/13/2007; 3:19:46 PM.
Copyright 2008 cmcmath
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