My action research question was what is the greatest mathematical content area of need in grades K-5 in my school. Based on survey results and NWEA scores, the results show that students in my school need a better understanding of...... just about everything!
In sitting down to discuss the PD plan for the upcoming semester with the current math coach at our school, we developed a “hopes and dreams” list of content options.
The first part of our list was culled from the feedback sheets gathered from after our summer PD session (1-3). The remaining pieces are dictated by the district and from his personal priorities.

1. More verbal feedback practice.
2. How to structure math classes in order to give meaningful interventions to children with vastly different achievement levels. Based on formative assessments.
3. Formative assessment structure-focus on MP3
4. Backward planning of units.
5. Discussion of NTCM standards.
6. Lesson structure and flow.
7. Exit tickets.
8. Cut scores for RTI.
9. Envision technology

Our hopes are that through teacher training of the aforementioned list of items, student achievement will be forthcoming.

My action research question was what is the greatest pedagogical need of classroom teachers in my school. Being an ELL teacher, this would be done through the lens of language. The results showed that teaching principle 6, Build Procedural Fluency from Conceptual Understanding was the greatest need. Whereas I don't have a plan of action just yet, it is helpful that as a school it looks as though our focus will be on math practice 3, Construct Viable Arguments and Critique the Reasoning of Others which is closely connected to Principle 6. Furthermore, feedback is also a school wide focus where the use of diagnostic probes in the form of exit tickets will be used. This work around students being asked to answer a multiple choice question and explain their thinking is where I hope to focus some PD. The language component I would like to incorporate would be in the explaining students' thinking, both spoken and written. From the MMCP grant, I will get some books that I hope will lend to a small, interested book group where teachers can teach and get students to practice solid mathematical thinking and explanations.

The object of my action research project was to determine the greatest pedagogical need of classroom teacher in my school? Through my action research I determined that "use and connect mathematical representations" is an area that I need to focus in and help staff develop. Our district's goals this year is really to focus on math, although math coaching does not seem to be one of their top priorities. I am not exactly sure how I want to implement the professional development focused on mathematical representations. Initially, it would be easiest for me to implement a book study but I am not sure what book I would use to focus on this. The elementary school also has a new principal this year whom I have yet to even meet or talk to since we have both been out straight. The previous principal wanted on-going professional development and we had spoken briefly about using early release days for some sort of math PD. This year all early release days are building based so I need to meet with the elementary principal to see what his ideas are, as well as my own principal to make sure I am not missing something within my own building. If anyone has any ideas for me it would be greatly appreciated! As a side note, does this professional development need to be implemented this semester before the class is over?

My action research question was what is the greatest mathematical content area of need in grades 2-4 in my school. Based on survey results and NWEA scores, the results show that students in my school need a better understanding of geometry and measurement. I do not have plan of action yet, but this year happens to be the year that we are focused on math as a whole. It is in our strategic plan to look at our math program, math will be the focus of our staff meetings, and we are beginning PLCs in our building - during which math will be the focus. I am hoping to gain ideas this semester on PD that I can possible bring to staff meetings and select PLC meetings.

My Action Research project was to determine the greates mathematical need of the students at our school. Based on my action research project in 2016 and data analysis on the winter and spring testing sessions of NWEA in 2017, there appears to be some common threads around student achievement in two content area domains. “Numbers and Operations in Fractions” and “Numbers and Operations in Base Ten” (CCSS 2010).
During professional development at our staff meetings I plan to continue doing math work with a focus on work from case study books: Builiding a Systems of Ten" and "Making Meaning of Operations." During these sessions teachers will work collaboratively with peers to solve and model with representations different operations of mathematics. We will then discuss the different structures and the behavior of the operations. During each session teachers will continue to identify the mathematical practices we used and complete an exit slip including a take-away from this session and identify a strategy they will try with their students. Teachers will bring to their students these different representations to engage students in these operations and share with colleagues at their grade level PLC's some of their student successes and problem solve collaboratively on potential next steps. Teachers will analyze and sort student misconceptions based on their observations. The outcome of these discussions will be included in their PLC exit slip for the principal and coaching candidate to analyze and discuss further PD options.
I am also hoping to do some work around connecting the Mathematical Practices to student achievement. During this work we will analyze the fractions domain and the progression of these standards from k-6 grade.
I will use "Intentional Talks" as a book study where teachers would get CEU's for their participation. This study will have an emphasis on the mathematical practice: Constructing viable arguments and critique the reasoning of others. Their will also be a focus on the mathematics teaching practices:
facilitate meaningful mathematical discourse . Effective teaching of mathematics facilitates discourse among students to build shared understanding of mathematical ideas by analyzing and comparing student approaches and arguments. (Principles to Action, 2014).
Implement tasks that promote reasoning and problem solving. Effective teaching of mathematics engages students in solving and discussing tasks that promote mathematical reasoning and problem solving and allow multiple entry points and varied solution strategies.
(Principles to Action, 2014).
I too hope to do some PD during staff meetings on implementing and using the "Early Mathematics Diagnostic Screening Interventions" screening tool for grades K-4. We currently do not have a screening tool used to analyze student interventions. This tool will serve as an additional source of data to assist in triangulating the data they are already using.
I will engage in at least two coaching cycles that will last a period of 4-6 weeks. These cycles will include modeling, co-teaching, and hopefully peer observations of other teachers.
All these activities seem a bit overwhelming along with being a full time classroom teacher. Laying it out like this and focussing on one component at a time helps to keep it more manageable.

My action research project was to find out which of the NCTM Mathematics Teaching Practices the staff at Windham Primary School felt was the greatest pedagogical need for professional development. The results showed that "use and Connect Mathematical Representations" and "Pose Purposeful Questions" were areas of need. The district also identified the math strand of greatest need as Numbers and Operations based on assessment data. My new position is K-8, but my action research was in the K-3 school. Therefore, I have decided to plan my professional development focusing on those two practices, but incorporate work with Numbers and Operations as the vehicle for practice.

The plan will include a study of the book, Building a System of Tens: Calculating with Whole Numbers and Decimals, Casebook. Participants will include teachers from each grade (I hope) and we will meet monthly. They will receive CEU's for the reading, question response, and "doing the math" that happens outside of the school day too, so I hope engagement is increased :) I plan to make it fun!

Within the study, I will ask teachers to set goals around the two practices I mentioned above and perhaps incorporate one of those goals into the Student Learning Objective work that is required by the state. Again, I hope this will help teachers to view this work as positive time invested that will benefit them in their teaching, professional life, and personal growth.

I will engage in coaching cycles with participants to model, co-teach, and observe them as they take the practices they are exposed to and experience in the book study into their own classroom.

I will also plan and implement a PD session for the whole staff around using and connecting mathematical practices and involve the book study participants in facilitating small groups and sharing within the session. I have not yet figured out what that session will entail.

Number Talks have been implemented in two buildings and I continue to provide training in this instructional model to staff throughout the other buildings and for new staff. There will be a training for all new staff and anyone who hasn't attended in November (the staff will be released from class) to insure this as a common practice.

The object of my action research project was to determine the greatest mathematical need of our students. It was determined that understanding fractions was the greatest need of our students. It was also determined that teachers content knowledge was weakest in fractions. So I decided that I would design and implement professional development around fractions.

Other areas that I will continue to work with are the district math committee, providing support for teachers with our new mathematics curriculum enVision 2.0, and continue to use data to direct mathematics instruction in our building.

District Math Committee: I lead the district math committee. Last year we chose a new curriculum, and piloted it throughout the spring. We also discuss district wide data. We meet once a month and will continue this year. Our focus will continue to be implementing enVision 2.0 to fidelity.

Supporting teachers with implementing enVision 2.0. This is a new curriculum and I have taken a leadership role in providing resources and support to the teachers as they implement the program. I am learning to trouble shoot and to provide support with co-teaching, or model teaching of topics.

This year I want to create a math data team within my school. My goal or vision is for us a team to look at the data and to find ways to grow the mathematical learning for the the students in our school. My goal is for teachers to engage with the data and find ways to use it to improve instruction.

I know this year will be crazy busy, but I also am excited about the comments I hear from the teachers around me. It will be an awesome year!

The object of my action research project was to determine the greatest mathematical need of the student at my school. It was determined that Operational and Algebraic thinking was an area of weakness across all grade levels k-6. I will need to do my professional development on that area, and would really love any suggestions from people. I know we need more work in this area, but not sure exactly how to execute this plan.

Last year the research question I askedwas how familiar were teachers with the mathematical teaching practices. The one that stood out as a difficulty was on how to facilitate meaningful mathematical discourse.

This year the whole staff will be engaged in the book Intentional Talk. At the monthly staff meetings we will take turns on chatting about the chapters. The leadership team took the first chapter. The special educator shared about how executive functions of SPED kids and others are met when using this kind of engagement. The guidance councilor spoke of how when we just are looking for a single “right answer” we are not engaging students who may need it the most. Our ELA teacher shared sentence starters to use in ALL content areas. By having these folks share first it provided a firm footing to continue this yearlong discussion.

Math now has a specific format in grades k-4. It starts with a number talk, main (mini) lesson, math workshop and closing. We have hired a new middle school math teacher and moved around another teacher so I have told the middle school teachers we will be the first school in the district to have this format in our middle school as well. Middle math time has been extended to 80 minutes (from 50). Middle school has RTI built into the schedule and has other times available if needed. Leadership team (which I am a member) wanted clearly defined RTI and this year it finally is happening!!!

I will meet with all math teachers 2 times a month to discuss data! Our principal built this into the schedule for reading and math. I will be piloting the new EMDI math assessment in grades k -4. I will using the Tapper assessment in all grades for the All Learners Project and tracking that data. I am pushing into K, 3 and 4 at this time and will probably be pushing into 2 as well as soon as the data is collected. OH, and I got asked to mentor a new interventionist in an other school.

My work on the Leadership Team for our school will continue with math being a very large focus. The district math team will be working with Dr. Tapper in the All Learners project which I am a part. I asked for ( and got) professional development from Dr. Tapper to help support our district’s math interventionists. Busy and exciting year ahead!

Professional Development Plan for 2017/18
Laura Miller
From Research Project:
When considering their own practice, teachers identified Teaching Practices that were strengths and challenges.
Establishing goals to focus learning
Implementing tasks that promote reasoning and problem solving
Facilitating meaning mathematical discourse
Posing purposeful questions
Building procedural fluency from conceptual understanding
Supporting productive struggle in learning mathematics

Action Plan for this year:
Working with teachers in grades K and 1 -
Focus on the following:
Facilitating meaning mathematical discourse
Supporting productive struggle in learning mathematics

This year I have scheduled 30 minutes weekly for the Kindergarten, grade 1 teacher and myself to together to plan lessons collaboratively, being purposeful about how to include mathematical discourse and productive struggle. I will also arrange of periodic substitutes to cover classes so that they can get into each other’s classroom to observe and give feedback about what they saw, what they noticed as students were learning.
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