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Cutting to the “Common Core” for School Leaders

2014 Winter Series590x

Join us in Orlando • February 14—15

**Register by February 7**

Successfully Implement the CCSSM in Your School or District

Immerse yourself in two days of focused learning, and leave with practical ideas, actions and highly effective leadership strategies to move the Common Core State Standards for Mathematics (CCSSM) forward in your school or district.

This institute will focus on the school leader’s role in promoting students’ attainment of the mathematics content and practices in CCSSM, as well as the strategies to support teachers in making these shifts in their practice.

This institute is part of the NCTM 2014 Interactive Institute Winter Professional Development Series—Cutting to the “Common Core,” available for Pre-K-12 Teachers and School Leaders.   


Learn more about NCTM's Interactive Institute 

Who Should Attend 

What You'll Accomplish  

Topics  

Schedule Overview

Keynotes 

Facilitators  

Program & Presentations 

Registration & Rates  

Hotel & Travel  

 2014 Winter Institute School Leaders180x 

  • Curriculum leaders
  • Administrators
  • Math coaches

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What You'll Accomplish—Defined Outcomes 

Participants will—

  • Understand CCSSM expectations for students and for teachers;

  • Identify gaps between current curriculum, instruction and assessment practices and those that support implementation of CCSSM;
  • Recognize the essential role of collaborative teams to support the transition to the CCSSM and identify key collaborative team activities for CCSS implementation;
  • Learn effective research-informed leadership actions that support implementation of CCSSM;
  • Examine formative and summative protocols for assessing student understanding including the PARCC and SBAC assessments.
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Topics 

Topics examined in depth at this institute include the following:

  • Shifts in content, instruction, and assessment required by CCSSM;
  •  Key mathematical ideas across K-12;
  •  Mathematical practices and what they look like in the classroom;
  •  Highly effective instructional practices to look for in a mathematics class;
  •  Tools and resources to support CCSSM implementation 
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Schedule Overview
  
 

  Friday, February 14   

 (All content on this day will be addressed through the lens of the mathematical practices.) 

 8:00 a.m.–9:00 a.m. 

 Materials Pickup 

 9:00 a.m.–10:15 a.m. 

 Mathematical Practices Keynote 

 10:15 a.m.–10:30 a.m. 

 Break 

 10:30 a.m.–Noon 

 Breakout Workshop 1 

 Noon-1:00 p.m. 

 Lunch 

 1:00 p.m.-2:30 p.m. 

 Breakout Workshop 2 

 2:30 p.m.-2:45 p.m. 

 Break 

 2:45-p.m.-4:15p.m.  

 Breakout Workshop 3 

 Saturday, February 15   

 (All content on this day will be addressed through the lens of assessment.) 

 8:30 a.m.–9:45 a.m. 

 Assessment Keynote

 9:45 a.m.–10:00 a.m. 

 Break 

 10:00 a.m.–11:30 a.m. 

 Breakout Workshop 4 

 11:30 a.m.–12:30 p.m. 

 Lunch 

 12:30 a.m.- 2:00 p.m. 

 Breakout Workshop 5 

 2:00 p.m.- 2:15 p.m. 

 Break 

 2:15 p.m.- 4:00 p.m. 

 Breakout Workshop 6  

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Keynote Presentations 
Diane Briars 

DIANE BRIARS
President-Elect, National Council of Teachers of Mathematics

Cutting to the Common Core for Grades 6–12: Focus on the Standards for Mathematical Practice  

The Standards for Mathematical Practice are an integral part of CCSSM with significant implications for mathematics teaching and learning. In this session, we will analyze these standards: What they are, why they are important, and what they look like “in action” in grade 6–12 classrooms.

Diane J. Briars is a mathematics education consultant and senior developer and research associate for the NSF-funded Intensified Algebra Project—a joint venture of the University of Illinois at Chicago, the University of Texas at Austin, and the technology company Agile Mind. Briars has served in many roles in NCTM over the years and has also had leadership roles with other national education organizations, including serving as president of the National Council of Supervisors of Mathematics (NCSM) and as a trustee of the College Board.

 

Susan Jo Russell  SUSAN JO RUSSELL
Education Research Collaborative at TERC 

Building Student Understanding of Core Arithmetic Content by Using the Standards for Mathematical Practice

What does it mean to engage students in using the processes identified in the CCSS Standards for Mathematical Practice? This talk will focus on mathematical practice 8, “Look for and express regularity in repeated reasoning,” and mathematical practice 3, “Construct viable arguments and critique the reasoning of others.” By examining a mathematics activity and video classroom examples, participants will consider how elementary students deepen their understanding of core arithmetic content through engaging in these practices, and what teachers can do to include all of their students in this work—both those who struggle and those who excel in grade-level computation.

Following years of classroom teaching and coaching in elementary schools,Susan Jo Russell directed projects focused on mathematics professional development, research on students’ and teachers’ understanding of mathematics, and mathematics curriculum. She co-directed the development of the NSF-funded elementary curriculum, Investigations in Number, Data, and Space, and the associated professional development materials, Developing Mathematical Ideas. She is the author of “CCSSM: Keeping Teaching and Learning Strong,” published in Teaching Children Mathematics. 
   
Doug Sovde  PARCC Mathematics

DOUG SOVDE
Director, PARCC Content and Instructional Supports

Incorporating PARCC Tools into Your School Improvement Plan

Learn about PARCC’s approach to assessing CCSSM using a variety of tools, and receive guidance and coaching in putting those tools to work in school classrooms.
 
 Shelbi Cole  Smarter Balanced Mathematics  

SHELBI K. COLE
Director of Mathematics

Collaboration is the Key to Better Assessment

Learn how the Smarter Balanced Assessment Consortium has used the collective capacity of its member states to create a common vision for better mathematics assessment.

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 Facilitators  

John Carter 

JOHN CARTER 
Westlake High School, Austin, TX

 

 Diane Briars  DIANE BRIARS
President-elect, National Council of Teachers of Mathematics

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Program & Presentations 

Day 1 

Session 1:  Deepening Understanding of CCSSM Content and Practice Standards 

Pre-K-grade 5
CCSSM content standards call for a number of significant changes in K–5 content expectations. In this session, you will examine key advances in number and operations, including understanding the four basic operations, computation with multi-digit numbers, and fractions. You will also further develop your understanding of the Standards for Mathematical Practice and how they can be supported by means of grades K–5 mathematical content as well as the explicit modifications in instructional practices required for this to occur.

Grades 6-12
This session will focus on the development of a thorough understanding of the Standards for Mathematical Practice and how the practices can be taught by means of grades 6–12 mathematical content. The discussion will include how the expectations for student engagement in authentic mathematical practices will also necessitate explicit changes in instructional expectations.

Sessions 2 and 3:  Understanding and Supporting Essential Instructional Shifts 

In these sessions, you will deepen your understanding of effective teaching practices that develop students’ proficiency in CCSSM content and practice standards as well as learn how you can support teachers in implementing these practices. You will examine and try out several lesson-planning and classroom-observation tools designed to support teacher growth in these areas. You will also learn about research on promoting growth mindsets and effort-based learning, and discuss strategies for engaging parents in supporting students’ learning.

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Day 2 

Session 1:  Using the Teaching-Learning-Assessing Cycle 

In this session, you will learn how the Teaching-Learning-Assessment Cycle can be used to support the implementation of both the content and practice standards of CCSSM. The released tasks from PARCC and SBAC provide us with insight into the skills, concepts, and processes that our students must learn. Designing common formative assessments aligned to the Common Core State Standards will foster discussion among teachers and focus instruction on the key concepts. You will also learn how to support your teams as they work through the cycle and how to evaluate the quality of their assessments.

Session 2:  A Thousand Points of Light: Using Formative Assessment to Guide Learning 

Using formative assessment to guide instruction requires an understanding of its impact on instructional decisions at multiple points in time: in-the-moment, end-of-lesson, benchmark points, units, and so on. In this session, you will learn how to support your teachers in the creation, implementation, and analysis of assessment data at these various levels. In the team feedback, the role of summative and other benchmark assessments will be discussed. You will also gain insight into the role of common formative assessments, common scoring, and analysis of student work.

Session 3:  Responding When Students’ Learning Is Incomplete: A Look at Interventions 

In this session, you will learn strategies that your teachers can use to support additional and ongoing learning when the data indicate students may not have learned what the teachers hoped they would. From individual intervention to small-group and whole-class intervention, you can help your teachers develop facility with authentic re-engagement lessons and instructional strategies that support their students.

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