District Finds The Right Equation To Improve Math Instruction

FEATURE ARTICLE

District Finds The Right Equation To Improve Math Instruction

Just months after implementing new instructional strategies for teaching math to her 2nd-grade students, Karen Vaver noted a significant difference in student achievement. “Our textbook has onelesson on adding with 8 or 9. Kids usually have trouble here, and typically only a handful of students get it. This year, it’s a total flip-flop only a handful of students don’t have it yet. ”After implementing news strategies to help students learn fractions concepts ,4th-grade teacher Lori Moore remarked, “I’ve never seen this high of a rate of success. And the looks on their faces when they get it? Wow. Many of these students have never earned 100% on a math test. ”Teachers learned the instructional strategies to which they credit such turnarounds when they participated in

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Authors

Annette Holmstrom

Annette Holmstrom (aholmstrom@upsd.wednet.edu) is co-director of the Math: Getting It Project and instructional coordinator at University Place School District Department of Teaching and Learning, University Place, Wash.

Criteria for Effective Professional Development

Effective professional development:

Focuses on a well-articulated mission or purpose anchored in student learning.
Derives from analysis of student learning of specific content in a specific setting.
Focuses on specific issues of curriculum and pedagogy.
Derives from research and exemplary practice.
Connects with specific issues of instruction and student learning in the context of actual classrooms.
Embodies a clearly articulated theory or model of adult learning.
Develops, reinforces, and sustains group work.
Involves active participation of school leaders and staff.
Provides sustained focus over time and continuous improvement.
Provides models of effective practice.
Utilizes assessment and evaluation.
Provides timely feedback on teacher learning and practice.

Source: Elmore, 2002.

University Place School District

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5 Essential Characteristics of a Professional Learning Community

Shared Mission: The professional learning community demonstrates a high degree of commitment to continuously improve student math achievement, agreement on best practices for math instruction, eagerness to implement best practices, and commitment to collaboratively improve math instruction through the learning community structure.

Learning-focused Collaboration: The professional learning community collaboratively shares ideas and strategies, plans learning and teaching activities, and works together to solve problems.

Collective Inquiry: The professional learning community confidently uses a wide range of methods to investigate learning and teaching, using findings to inform and develop its practice. The community collects, analyzes, and uses data to support this process.

Action Research: The professional learning community seeks to improve instructional practices for teaching mathematics and works collaboratively with others to improve instruction. Effects on student learning are the primary basis for assessing improvement strategies, and members constantly turn their learning and insights into action, rigorously assessing their efforts, demanding evidence in the form of student learning.

Results Orientation: The professional learning community evaluates efforts based on tangible results, and stays hungry for evidence of student learning. Members continuously use this evidence to inform and improve their practice.

Source: Math: Getting It Project web site, www.upsd.wednet.edu/1613101012143043530/site/default.asp

References

Cramer, K.A., Post, T.R., & delMas, R.C. (2002, March). Initial fraction learning by fourth- and fifth-grade students: A comparison of the effects of using commercial curricula with the effects of using the rational number project curriculum. Journal for Research in Mathematics Education, 33(2), 111-144.

DuFour, R. (2004, May). What is a professional learning community? Educational Leadership, 61(8), 6-11.

Elmore, R.F. (2002). Bridging the gap between standards and achievement: The imperative for professional development in education. Washington, DC: The Albert Shanker Institute.

Mullis, I.V.S., Martin, M.O., & Foy, P. (2008). TIMSS 2007 international mathematics report: Findings from IEA’s Trends in International Mathematics and Science Study at the fourth and eighth grades. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.

Wei, R., Darling-Hammond, L., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad, Technical report. Dallas, TX: NSDC.