Teaching Learning (teacher (student Key Action 3: behaviors): behaviors): Mathematics Mathematics Professional Learning Plan [What professional learning will teachers and staff need?] ILO Resources Implementation Leadership Outcome(s) Learning Learning Communities Documentation Designs [Which [What human, [Who will be instructional [Who will receive the professional technological, fiscal, [When will the responsible for the leadership learning? Differentiate groups of learners and time-related [What is the desired result of [How will this professional learning design and/or outcomes as appropriate and necessary.] resources are the professional learning?] be delivered?] be implemented? How delivery of the will be needed?] will feedback be learning?] addressed?] provided?] Teachers will use consistent 2.4 STAT and admin, Math teachers across grade levels for Teachers will Vertical Team Throughout the visuals across grades, Effective teacher leadership example 1-2, 2-3, 3-4 and 4-5 will participate in meetings- ½ day year-unit based language, concept and corps work together to develop consistent vertical with STAT and and/or Monthly SPP PLC content vocabulary with 4.0 language and visuals to support and Inquiry substitutes, Monthly Focus PD strand math content. 7.0 student learning. teams. PD strand after school. The Common Core Mathematics Companion: The Standards Decoded, Grades k-2 and 3-5 Teachers will explicitly STAT and admin Grade level teams-will backmap units Teachers will Math curriculum, Throughout the year 3.0, 4.0, teach with and use 5.0, 6.0, and teacher leader by reflecting on data and identifying meet envision Materials, and at the manipulatives and build corps the learning progressions including collaboratively Investigations, and beginning/end of learning from concrete to the appropriate manipulatives. by unit to plan manipulatives math more abstract using using ongoing formative Summative Assessment to
Key Action 3: Teaching (teacher behaviors): Learning (student behaviors): Mathematics Mathematics Professional Learning Plan [What professional learning will teachers and staff need?] Outcome(s) [What is the desired result of the professional learning?] ILO [Which instructional leadership outcomes will be addressed?] Leadership [Who will be responsible for the design and/or delivery of the learning?] Learning Communities [Who will receive the professional learning? Differentiate groups of learners as appropriate and necessary.] Learning Designs [How will this be delivered?] Resources [What human, technological, fiscal, and time-related resources are needed?] Implementation Documentation [When will the professional learning be implemented? How will feedback be provided?] Teachers will use consistent visuals across grades, language, concept and content vocabulary with math content. 2.4 Effective PLC 4.0 7.0 STAT and admin, teacher leadership corps Math teachers across grade levels for example 1-2, 2-3, 3-4 and 4-5 will work together to develop consistent language and visuals to support student learning. Teachers will participate in vertical and Inquiry teams. Vertical Team meetings- ½ day with STAT and substitutes, Monthly PD strand after school. The Common Core Mathematics Companion: The Standards Decoded, Grades k-2 and 3-5 Throughout the year-unit based and/or Monthly SPP Focus PD strand Teachers will explicitly teach with and use manipulatives and build learning from concrete to more abstract using ongoing formative 3.0, 4.0, 5.0, 6.0, STAT and admin and teacher leader corps Grade level teams-will backmap units by reflecting on data and identifying the learning progressions including the appropriate manipulatives. Teachers will meet collaboratively by unit to plan using Summative Assessment to Math curriculum, envision Materials, Investigations, and manipulatives Throughout the year and at the beginning/end of math