How are you working toward good quality, meaningful professional learning in your setting? Which of the leadership move(s) strike you as the most realistic for you to pursue in your setting and with your colleagues? What obstacles to change are you trying to overcome?
While no longer in a math coach role, my strong desire to encourage best practice in mathematics could be characterized as a compulsion. As an interventionist, a big chunk of my duties thus far has consisted of working with smaller groups of students in a tier 2 pull-out situation. However, over the past two years, I have been able to carve out time for team teaching. Last year, team-teaching a 6th grade math class with Tom Light proved to be one of the most rewarding experiences of my career. We collaborated in enhancing our Mathscape program lessons by incorporating the formative assessment process and workshop model. In addition, we differentiated our lesson plans for both ends of the spectrum and were able to provide tier one intervention support for students who needed it, whether they were on my caseload or not. Tom began the year as the 6th grade math teacher of all 3 classes and we were both participating in a formative assessment p.d. experience; it made sense for us to work together. The learning was mutual as we both brought different strengths to the planning. While we didn't have time to plan together, we utilized e-mail to communicate and took turns enhancing lessons. This year, a grade 5 teacher with a passion for mathematics and the willingness to go beyond what's expected expressed interest in learning about formative assessment. Because we did not have a shared p.d. experience in formative assessment, there have been limitations. However, the 20 fifth graders in this group will arrive in 6th grade accustomed to using learning intentions and success criteria to assess their learning. Both experiences meet Leinwand's criteria: p.d. that is ongoing and takes place in the classroom. In addition, last year's team teaching experience had more of an impact on NECAP data than any of my small group intervention work with students who are not close to meeting has had.
Our district does have what Leinwand calls "Grade level and course committees." We call it the Math Transition team and the volunteer members of this committee have been "granted permission" (encouraged, actually) to let some things go as we work toward implementing the CCSM. One practice described by Leinwand yet seemingly missing in my current district is that of professional learning communities. Teachers do have time to meet as grade levels and additional time is carved out for after school grade span intervention meetings. However, discussion seems to focus on "administrivia." I believe that using these times to examine student work/ data and formulate questions about practice would help improve transparency and, thus, provide the impetus for collegial visits and videotaping/sharing.
The biggest obstacle to change I am trying to overcome is that of a lack of vision. When teachers and principals do not share an articulated vision as to what effective math instruction looks like, it is difficult to move forward. After all the time and energy we spent last year, Tom is no longer the 6th grade math teacher. He is once again a generalist responsible for planning and teaching all subjects. I learned Friday that the 5th grade teacher with whom I have been teaming this year may not be teaching mathematics at all next year. It feels as though we are moving backwards and I believe a lack of a shared vision is the culprit. To end on a positive note, there is talk about having principals participate in a Sensible Mathematics books study next year. This experience could be the beginning of a shared vision!