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Lesson plan

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Updates to Portfolio
*Mathematics Pedagogical Knowledge research paper
*Triangle congruence Lesson Plan
*Book list updated
*Articles updated

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Advocate and expect high-quality, equitable mathematics teaching and learning for every student.
Design and implement structures that support high-quality mathematics teaching and learning for every teacher.
Empower and nurture a culture of productive professionalism.
Monitor and act on evidence of student learning.

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Updated EDU 531

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Grade 1 " Operations & Algebraic Thinking | Common Core State Standards Initiative

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CCSS.Math.Content.1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.

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login

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Article

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Research paper

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https://docs.google.com/presentation/d/1DrfsWLLNdxmK4cdeEPrN9khPWWVj97j_FDMs5koKkiY/edit#slide=id.g54efb28b26_0_21

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https://www.maine.gov/doe/learning/content/mathematics/resources

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NCTM2019

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It's my annual tradition to scrape all the handouts and slides from the NCTM annual conference website and put them in a more usable form and location, including a single, massive download link [2.8 GB].

But this year I also found recordings from every session.

Not video, nope.

Twitter!

People were recording the sessions on Twitter. People were in sessions the entire conference tweeting key findings, memorable phrases, and impactful slides.

Those tweets were enjoyed in the moment by people who were near their computer during the session. But every session's tweets were mixed up with every other session's tweets from that same time period. Then they were lost immediately afterwards to a timeline that doesn't stop moving.
So I re-captured those tweets and attached them to every talk.
I wrote a script that copied every speaker's Twitter handle and the time of their session from the program book. Then the script searched Twitter for their handle and "#NCTMSD2019" and - here's the thing! - captured the results only from the time period of their session. Not during their flight to NCTM. Not during the fantastic happy hour after their session either.

So at this site you'll see the usual listing of speakers and sessions - but you'll also see columns that let you know a) how many attachments those speakers made available and b) how much Twitter coverage their sessions received.

Here's why this is a blast. Lauren Baucom gave a dynamite talk describing her work supporting the de-tracking of her high school. No handouts or video, but here are 34 tweets to help you connect with her ideas. The same is true for loads of other presenters.

I think a lot about Jere Confrey's statement that "students are the most underutilized resource in our schools." Students bring value to our classes - their identities, their aspirations, their early and developing understandings of mathematical ideas - that too often goes uncelebrated, unexplored, and underutilized.

Similarly, thousands of teachers traveled at great length and great expense to San Diego last week. Thousands of brains, bodies, and souls all together in community. What did we make of that experience? What do we have to show for it? Here's one thing and I'd like to know more.

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Handouts, Slides, and Recordings from #NCTMSD2019

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It's my annual tradition to scrape all the handouts and slides from the NCTM annual conference website and put them in a more usable form and location, including a single, massive download link [2.8 GB]. But this year I also found recordings from every session. Not video, nope. Twitter! People...

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Check ins

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Meaningful Mathematics - a collection of math resources for elementary teachers by Erica Millett | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

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Exit tickets

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Create interactive lessons, record video tutorials and collaborate real-time with your students.

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Explain Everything | Interactive Whiteboard for Teaching

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Interactive whiteboard for teaching. Record video tutorials, create interactive presentations. Join 24+ million users of Explain Everything.

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Setting the Course: Using the Data to Inform Direction

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Literacy Sessions: Mathematics

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Ashley Dennis

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Forbes

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A new report published by the National Education Policy Center looks at the current state of K-12 personalized learning and finds that there are many reasons for school districts to think twice about embracing this hot new trend. "Personalized Learning and the Digital Privatization of Curriculum and Teaching" was written by Faith Boninger , Alex Molnar and Christopher M. Saldana of the University of Colorado Boulder, and it lays out several areas of concern. As the model spreads- and concerns spread with it -this report provides a clear view of the objections to modern personalized learning.
A History Lesson
Imagine a technology "which gives tests and scores-and teaches." Or a call for a revolution in which science and technology would "combine to modernize the grossly inefficient and clumsy procedures of conventional education" as well as saving teachers time by freeing them from administering and scoring tests. All of that comes from Sidney L. Pressey , the inventor of the first real teaching machine, patented in 1928. Neither personalized learning nor the problems that come with it are new. In fact, the idea of personalizing learning through some sort of mass customization is almost 100 years old; ironically, one of the common pitches for current techno-privatized education is as an antidote to classrooms that supposedly have not changed in 100 years.

B. F. Skinner emerged in the 1950s with an alternative approach to Pressey's , but as the authors note, the two both claimed that their approach would provide students immediate feedback, allow them to work at their own pace, and provide them more personal attention from teachers . " Both Pressey and Skinner also assumed that a student's ability to provide the required response to a question demonstrated competency/mastery-and therefore ' learning. '"

Modern personalized learning has not left any of this behind.
The Modern Version
You would assume that personalized learning meant something like "a humane school and classroom environment and open, flexible teaching strategies," or "increasing students' agency over their own learning" or "addressing needs of the whole child," but a different sort of model has been spreading.

Much of the push for this wave, as with several previous education waves, comes from the Bill and Melinda Gates Foundation, which in 2014 funded a group of organizations to develop a "working definition" of personalized learning. The hard and fast definition still eludes experts and marketers, but the Gates definition (which arguably also informed the definition of Chan-Zuckerberg, now emerging as major players in the field) "offers a tech-friendly vision of an individualized, data-heavy, mastery-based education system." It is based not on research about teaching and learning, but presents itself as "common sense,' which, the authors points out, obscures several problematic assumptions.

It assumes that children are, and should be, focused primarily on their own goals, their own objectives-themselves--and not on community connections or goals. It's about a series of tasks, and not relationships. It assumes that learning involves moving along a linear track ( first learn A, then B, etc ) and that complex learning can be broken down and measured as small bits and pieces. First pass a punctuation unit, then a sentence completion unit, then a simple reading unit, and be declared able to write an explicative paper for a work of literature., because computer software can assess the first three, but not the last.

The modern Gatesian model implies constant assessment, feedback and record-keeping. But that means the "learning" must be doled out in small bites and bits that lend themselves to the kind of assessment and record-keeping that a software can handle
The Problems
The authors argue that personalized learning has been essentially taken over by a privatized corporate approach, because personalized learning smells like money. Lots of money. But because these programs value data most of all, "they reflect a restricted, hyper-rational approach to curriculum and pedagogy that limits students' agency, narrows what they can learn in school, and limits schools' ability to respond effectively to a diverse student body."

While personalized learning talks a big game about student agency, in fact most models are top-down instruction; the student may choose a speed or even a topic for an exercise, but it's the software writers who set the major goals, determine the sequence of units, and decides what will prove mastery. Needs and gaps are determined by someone other than the student, who becomes an object to be acted upon by software that is trying to elicit the desired response and behavior from her. Students may be able to move through their list of modules faster, but there's no support for the notion that learning has anything to do with learning better.

In fact, personalized learning has a limited idea of what an education actually is. Modern personalized learning envisions a series of discrete skills and scraps of knowledge, acquired in a particular sequence. This ignores everything we know about integrating learning into prior knowledge and the world at large. It stifles creativity and critical thinking; rather than forge paths and develop a personal relationship with a body of knowledge, personalized learning calls on students to just move down a path that has already been laid out with pavement, guardrails, and penalties for daring to wander.

Nor is that concrete path supported by research. The research base for modern personalized learning is weak, with little clear support for the idea that this approach can work any better than traditional methods. Too often the pitch is simply magical thinking tied to computers (It's on a computer, so it will be awesome).

Computer technology often comes with an presumption of unbiased objectivity. But software is written by humans, and it reflects their biases and assumptions, the culture that they breathe, and the culture of the tech world is overwhelmingly white and male. Nor do the venture capitalists who are doing much of the funding of these programs free from cultural biases of their own.
The Threats
The authors note one of the central ironies of modern personalized learning; though it claims to be about tailoring instruction for the individual student, it actually requires all students to get their education from a single one-size-fits-all delivery system. That system is not centered on a human teacher; they are reduced to the role of "coach" or "mentor," with little control over the education process. Where more control is given, the teacher spends more time on the computer, modifying, writing, adding, and otherwise maintaining the program.

The digitized approach to personalized learning involves collecting vast amounts of data. Even if the company honestly has no intention of ever putting that data to other uses, the fact that such a data bank exists means that it can be stolen. And since most of these programs come from businesses with investors and owners to keep happy, the pressure for monetizing must be huge. One need only look at Summit Learning, one of the most prominent personalized learning platforms : its software was developed with assistance from Facebook engineers, and the Summit Learning Program has been split off into Summit wants us to know that it has privacy policies in place, has signed the a separate company with a four-person board of directors that includes Priscilla Chan and the CFO of the Chan-Zuckerberg Initiative. Summit is free to schools that want to use it, but Mark Zuckerberg, the head of Facebook, knows a thing or two about how to get money out of a digital platform people use for free. He is not, however, known for his careful handling of user privacy. If data is the new oil, then digitized learning would bring in a data gusher of epic proportions. Student Privacy Pledge, and maintains a Privacy Center on their website that details all the ways they are protecting student privacy.

Personalized learning as currently pitched is not really new, and there are reasons to believe that it cannot deliver on most of its promises. This report lays out in considerable detail why school district leaders should think long and hard before making their students part of this new digitized version of an old revolution that has, for 100 years, failed to launch.

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Report: Can Personalized Learning Actually Deliver?

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A new report published by the National Education Policy Center looks at the current state of K-12 personalized learning and finds that there are many reasons for school districts to think twice about embracing this hot new trend. "Personalized Learning and the Digital Privatization of Curriculum and Teaching" was written by Faith Boninger , Alex Molnar and Christopher M.

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Interactive, free online graphing calculator from GeoGebra: graph functions, plot data, drag sliders, and much more!

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Geometry is all about shapes and their properties.

If you like playing with objects, or like drawing, then geometry is for you!

Geometry can be divided into:

Plane Geometry is about flat shapes like lines, circles and triangles ... shapes that can be drawn on a piece of paper

Solid Geometry is about three dimensional objects like cubes, prisms, cylinders and spheres.

Hint: Try drawing some of the shapes and angles as you learn ... it helps.

Point, Line, Plane and Solid

A Point has no dimensions, only position
A Line is one-dimensional
A Plane is two dimensional (2D)
A Solid is three-dimensional (3D)

Why?

Why do we do Geometry? To discover patterns, find areas, volumes, lengths and angles, and better understand the world around us.

Plane Geometry

Plane Geometry is all about shapes on a flat surface (like on an endless piece of paper).

Polygons

A Polygon is a 2-dimensional shape made of straight lines. Triangles and Rectangles are polygons.

Here are some more:

The Circle

Circle Theorems (Advanced Topic)

Symbols

There are many special symbols used in Geometry. Here is a short reference for you:
Geometric Symbols
Congruent and Similar

Angles

Types of Angles

Using Drafting Tools

Transformations and Symmetry

Transformations:

Coordinates

More Advanced Topics in Plane Geometry

Pythagoras

Conic Sections

Circle Theorems
Triangle Centers
Trigonometry

Trigonometry is a special subject of its own, so you might like to visit:

Solid Geometry

Solid Geometry is the geometry of three-dimensional space - the kind of space we live in ...

... let us start with some of the simplest shapes:

Common 3D Shapes
Polyhedra and Non-Polyhedra

There are two main types of solids, "Polyhedra", and "Non-Polyhedra":

Polyhedra (they must have flat faces):

Non-Polyhedra (when any surface is not flat):

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Geometry is all about shapes and their properties. If you like playing with objects, or like drawing, then geometry is for you! Geometry can be divided into: Plane Geometry is about flat shapes like lines, circles and triangles ...

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Intrigue students with hands-on lessons in symmetry, perimeter, area, surface area, and volume. These transparent geometric shapes plus their corresponding fold-up net inserts include: cylinder, square pyramid, cube, rectangular prism, cone, hexagonal prism, triangular pyramid, and triangular prism.

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Formatives & Sumatives within the unit plan and differentiation assignments

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Formatives & Sumatives within the unit plan and differentiation assignments

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National Council of Teachers of Mathematics

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Index - National Council of Teachers of Mathematics

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Maine Curriculum Leaders' Assoc.

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Maine Curriculum Leaders' Association - _____

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The Maine Curriculum Leaders' Association's mission is to support curriculum leaders and to champion curriculum, instruction, and assessment practices and policies that enhance learning.

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Leadership in Mathematics Education

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Association of Teachers of Math in Maine

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Do you know an outstanding educator who through dedicated service has demonstrated a commitment to Maine's mathematical community? If so, consider nominating them for the 2023 Jacqueline Mitchell Mathematics Educator Award by filling out the form linked here. Nominations for the 2023 award close on Saturday, January 15, 2023.

You deserve a ! The ATOMIM Executive Board is pleased to announce the ATOMIM Grant Incentives For Teachers Program benefiting Maine students in mathematics, which are meant to enhance either the classroom or the teacher's practice.

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Do you know an outstanding educator who through dedicated service has demonstrated a commitment to Maine's mathematical community? If so, consider nominating them for the 2023 Jacqueline Mitchell Mathematics Educator Award by filling out the form linked here. Nominations for the 2023 award close on Saturday, January 15, 2023.

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Professional Learning

We offer a portfolio of professional learning opportunities with flexible delivery options. Our goal? Give you the support you need to drive real change.

Build on MAP Growth results by drilling down to pinpoint specific skill gaps.

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We offer a portfolio of professional learning opportunities with flexible delivery options. Our goal? Give you the support you need to drive real change. Build on MAP Growth results by drilling down to pinpoint specific skill gaps.

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NWEA

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Not to be confused with interim or summative assessments, formative assessment is a planned classroom practice and set of tools designed to elicit evidence of learning minute-by-minute and day-by-day. The idea here is to inform the teacher of what students know or do not know, help students understand what it is they need to know, and give teachers the temperature check they need to make adjustments in their teaching.

Here at Teach. Learn. Grow. we've imparted a lot of information on formative assessment - techniques and tactics for implementing it in the classroom; digital tools and tips to make it easier to implement; and research and proof points on its effectiveness at improving student learning. Our extensive blogging and passion for formative assessment is evident, so when I saw Larry Ferlazzo's blog post at Education Week recently where he shared other educator perspectives on formative assessment I took notice. In fact, I wanted to share a few excerpts from his guests as they were quite poignant.

Formative assessments are critical in helping teachers uncover strengths and next steps for each student to power individual, small group, and whole class instruction. - Jennifer Serravallo, Literacy Consultant and former NYC teacher

One last piece to understand is that an assessment is not summative until the teacher or student decides it is. There is a strange phenomenon that when we name an assessment as summative it always must be. Not true! In fact, teachers and students can use assessments as tools for learning, and use them to decide whether or not it is a time to evaluate the learning, or to inform it. With these tools, teachers can use formative assessment to reflect on their practice and ensure they do their best to meet the needs of all students. - Andre Miller, Faculty for the Buck Institute for Education

While the two of us may be a bit old-school meets new-school in our methods, on this we agree: one characteristic that separates good teaching from masterful teaching is the teacher's routine use of formative assessment techniques that are embedded in every lesson. - Daniel Venables, Educational Consultant and Founding Director of the Center for Authentic PLCs, and Brady Venables, Instructional Technology Coach for Saluda County Schools

Formative assessments for learning are essential to improving the effectiveness of teaching and to meeting the diverse learning needs of all students. - Larry Ainsworth, Education Consultant and Author

It's great to see formative assessment getting more attention, and along with it more praise. Formative assessment is a proven tool for moving students forward, there are many techniques that make it flexible and accommodating for nearly any classroom environment and it's not hard to implement. Here are five quick tips for integrating formative assessment into your daily classroom routine:

1. Start small - pick 1-3 strategies/techniques (see the links below to some ideas) and practice them until they are routine - for both you and your students. Be persistent here; things may not go as planned the first few times you try.

2. Be transparent with the students about what you are doing and why - What happens if you start out by saying, "How do you think you did on this lesson today? Rate yourself from 1-10."? Without prior knowledge, practice or criteria students can use to gauge how they did, this would be challenging.

3. Teach the students about formative assessment so they can use it too - Students will be curious about why you are doing things differently and expecting them to do the same. Teaching them to set goals, gather evidence of their learning, make adjustments and learn more will have benefits to you and your students that at this point you cannot imagine. One of my favorite stories is the high school girl who had never been successful in math talking about the changes in her classroom - "It's about what you know, what you don't know and what you're going to do about it."

4. Integrate it daily (which for many of us means planning the use) - Pedagogy is practice. Formative assessment supports learning minute-to-minute and day-by-day. As we hone our practice of formative assessment, it becomes routinized and we hope it reaches a point for it is difficult to tell where teaching stops and assessment begins as learning is the driving factor for both. And formative assessment is a tool for learning.

5. Celebrate the shifts - as the culture in your classroom shifts (that unspoken classroom contract), celebrate it. As students become resources for one another in ways you haven't seen before - celebrate. As students begin to use academic vocabulary, articulate where they are in their learning and ask for what they need to learn - celebrate. As students become learners, as learning becomes the habit, as mistakes and assessments are seen as additional opportunities to learn - celebrate.

Try formative assessment in your classroom and share your results with us. We'd love to hear your stories.

Kathy Dyer is Manager of Innovation and Learning, Professional Learning at NWEA. Kathy has more than 25 years in education, many spent designing and facilitating learning opportunities for educators. Coaching teachers and school leadership on getting better at what they do is her passion. Follow Kathy on Twitter at @kdyer13 or read her blogs here on Teach. Learn. Grow.

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Praise for Formative Assessment and Five Steps for Successful Classroom Integration

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Not to be confused with interim or summative assessments, formative assessment is a planned classroom practice and set of tools designed to elicit evidence of learning minute-by-minute and day-by-day. The idea here is to inform the teacher of what students know or do not know, help students understand what it is they need to know, and give teachers the temperature check they need to make adjustments in their teaching.

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Education Week American Education News Site of Record - Education Week

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Find breaking news, analysis, and opinion on K-12 education issues affecting school and district leaders, teachers, policymakers, and ed-tech professionals.

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The Great Schools Partnership is a school-support organization working to redesign public education and improve learning for all students.

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The Framework for Proficiency-Based Learning is designed to help schools create efficient and effective systems that will ensure all students graduate prepared to succeed in the college, careers, and communities of the 21 st century. For this reason, our model is focused on prioritizing and assessing the most critically important knowledge and skills, while also balancing high academic standards with the need for flexibility, responsiveness, and creativity in the classroom.

For proficiency-based learning to be effective, schools and teachers have to prioritize. They will need to determine what knowledge and skills students absolutely need to acquire before they graduate from high school, what content knowledge students need to learn in each subject area, and what essential benchmarks students need to meet as they progress through their education.

The Maine Learning Results: Parameters for Essential Instruction (adopted 1997, revised 2007) describe what high school graduates should know and be able to do as a result of completing a K-12 educational experience. The Common Core State Standards (adopted 2011) updated the Maine Learning Results in English language arts and mathematics. Cross-curricular skills are embedded throughout the content-area standards, and the Guiding Principles of the Maine Learning Results describe the cross-curricular, skill-based standards students are expected to learn and acquire over the course of their K-12 education.
Websites
A Clear and Effective Communicator who:

1. Demonstrates organized and purposeful communication in English and at least one other language.

2. Uses evidence and logic appropriately in communication.

3. Adjusts communication based on the audience.

4. Uses a variety of modes of expression (spoken, written, and visual and performing including the use of technology to create and share the expressions).

A Self-Directed and Lifelong Learner who:

1. Recognizes the need for information and locates and evaluates resources.

2. Applies knowledge to set goals and make informed decisions.

3. Applies knowledge in new contexts.

4. Demonstrates initiative and independence.

5. Demonstrates flexibility including the ability to learn, unlearn, and relearn.

6. Demonstrates reliability and concern for quality.

7. Uses interpersonal skills to learn and work with individuals from diverse backgrounds.

A Creative and Practical Problem Solver who:

1. Observes and evaluates situations to define problems.

2. Frames questions, makes predictions, and designs data/information collection and analysis strategies.

3. Identifies patterns, trends, and relationships that apply to solutions.

4. Generates a variety of solutions, builds a case for a best response and critically evaluates the effectiveness of the response.

5. Sees opportunities, finds resources, and seeks results.

6. Uses information and technology to solve problems.

7. Perseveres in challenging situations.

A Responsible and Involved Citizen who:

1. Participates positively in the community and designs creative solutions to meet human needs and wants.

2. Accepts responsibility for personal decisions and actions.

3. Demonstrates ethical behavior and the moral courage to sustain it.

4. Understands and respects diversity.

5. Displays global awareness and economic and civic literacy.

6. Demonstrates awareness of personal and community health and wellness.

An Integrative and Informed Thinker who:

1. Gains and applies knowledge across disciplines and learning contexts and to real life situations with and without technology.

2. Evaluates and synthesizes information from multiple sources.

3. Applies ideas across disciplines.

4. Applies systems thinking to understand the interaction and influence of related parts on each other and on outcomes.

Maine Learning Results Guiding Principles Standards
The following Guiding Principles standards were developed in response to Maine Public Law 669, Section 9, Development of standards-based tools.

A. A Clear and Effective Communicator who:
Standard A: Understands the attributes and techniques that positively impact constructing and conveying meaning for a variety of purposes and through a variety of modes.

B. A Self-Directed and Lifelong Learner who:
Standard B: Understands the importance of embracing and nurturing a growth mindset.

C. A Creative and Practical Problem Solver who:
Standard C: Is skilled at selecting and applying a process of problem-solving to deepen understanding and determine whether redefining the goal is a better way of addressing a problem situation and continuing to consider other alternative solutions until one resonates as the best one.

D. A Responsible and Involved Citizen who:
Standard D: Understands the interdependence within and across systems and brings to each situation the appropriate actions.

E. An Integrative and Informed Thinker who:
Standard E: Is skilled at using complex reasoning processes to make meaning.
Download Maine's Guiding Principles ← Return to PBL Tool Menu

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Maine's Guiding Principles | Great Schools Partnership

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The Framework for Proficiency-Based Learning is designed to help schools create efficient and effective systems that will ensure all students graduate prepared to succeed in the college, careers, and communities of the 21st century.

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As a reminder, the Maine Department of Education has scheduled a public hearing on November 13 th, 2019 as part of the scheduled periodic review of the Maine Learning Results. The Department is seeking public comments regarding the proposed revisions to Rule Chapter 132, specifically the revised career and education development, English language arts, and mathematics standards until 5 pm on November 27 th, 2019.

The public hearing will take place in room 103A of the Burton Cross Building in Augusta from 1-4 pm. Anyone present may speak at the public hearing. People that wish to speak will be asked to sign in and, preferably, provide two written copies of comments, as well as an electronic copy. The live broadcast is for viewing the hearing only. You will not be able to provide public comment via the live broadcast.

Anyone unable to attend the public hearing may send written comments by 5 pm on November 27 th, 2019. Written comments may be emailed to sis.doe@maine.gov with the subject "Career and Education Development Standards Review," or "English Language Arts Standards Review," or "Mathematics Standards Review" or mailed to Maine Department of Education, attn: Beth Lambert, 23 State House Station, Augusta, ME 04333.

Below is a list of relevant links, as well as the hearing information including a link for the live broadcast:

For further information about the standards review process contact Beth Lambert at Beth.Lambert@maine.gov.

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PRIORITY NOTICE: Live Link Available for Public Hearing on Proposed Revisions to Rule Ch. 132 (CED, ELA &Math Standards) on Nov. 13, 2019

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As a reminder, the Maine Department of Education has scheduled a public hearing on November 13 th, 2019 as part of the scheduled periodic review of the Maine Learning Results . The Department is seeking public comments regarding the proposed revisions to Rule Chapter 132, specifically the revised career and education development, English language arts, and mathematics standards until 5 pm on November 27 th, 2019.

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BigIdeas_NCSM_Spr05v7 _1_.pdf

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Developing Mathematical Reasoning in Grades K-12

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Developing Mathematical Reasoning in Grades K-12

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1999 yearbook . NCTM

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Ensuring Mathematical Success for All . NCTM

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EDU 530

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Standards-Based Instruction MCK Research Paper

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Standards-Based Instruction MCK Research Paper

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Dan Myers

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If I ever imagine that I can see the edges of teaching, if I ever tell myself that I'm apprehending all of its angles and dimensions, I just call up my friends Sarah Kingston, Ben Spencer, and Megan Snyder at Beach Elementary School and ask them if they'll let me learn with some elementary school-aged children, an experience which corrects my vision for months.

Most recently, they let me think about time with some second graders - the youngest kids I've ever taught and probably ever met, I can't be sure - and especially how to tell time on an analog clock.

My goal in these experiences is always to find areas of agreement between the teaching of different age groups and different areas of math. Whether I'm learning about time with second graders or about polynomial operations with high schoolers or about teaching with math teachers, I'm asking myself, what's going on here that crosses all of those boundaries, not one of which is ever drawn as sharply as I first think.

One way teaching second grade is different from teaching high school.

The odds of me stepping on a child go way up, for one.

For another, these students were inexhaustible. Their default orientation towards me and my ideas was rapt engagement and an earnest, selfless desire to improve my ideas with stories about their friends, their pets, and their families.

My tools for curriculum and instruction were forged by students who communicated to me that "none of this matters" and "I can't do it even if it did." Those tools seemed less necessary here. Instead, I needed tools for harnessing their energy and I learned lots of them from my friends at Beach Elementary - popsicle sticks for group formation, procedures for dismissing students gradually instead of simultaneously, silent signals for agreement instead of loud ones, etc.

Even still, with these second graders, I tried to problematize conventions for telling time, just as I would with high school students. I asked students to tell me what bad thing might happen if we didn't know how to tell time, and they told me about being late, about missing important events, about not knowing when they should fall asleep and accidentally staying awake through the night!

I tried to elicit and build on their early language around time by playing a game of Polygraph: Clocks together. I told them I had picked a secret clock from that array and told them I would answer "yes" or "no" to any question they asked me. Then they played the game with each other on their computers.

One student asked if she could play the game at home, a question which my years of teaching high school students had not prepared me to hear.

One way teaching second grade is the same as teaching high school.

I saw in second grade the students I would eventually teach in high school. Students who were anxious, who shrunk from my questions, either wishing to be invisible or having been invisibilized. Other students stretched their hands up on instinct at the end of every question, having decided already that the world is their friend.

Those students weren't handed those identities in their ninth grade orientation packets. They and their teachers have been cultivating them for years!

Rochelle Gutierrez calls teachers " identity workers," a role I understood better after just an hour teaching young students.

All mathematics teachers are identity workers, regardless of whether they consider themselves as such or not. They contribute to the identities students construct as well as constantly reproduce what mathematics is and how people might relate to it (or not).

I have wanted not to be an identity worker, to just be a math worker, because the stakes of identity work are so high. (Far better to step on a child's foot than to step on their sense of their own value.) We wield that power so poorly, communicating to students with certain identities at astonishingly early ages - especially our students who identify as Latinx, Black, and Indigenous - that we didn't construct school and math class for their success.

I have wanted to give up that power over student identities and just teach math, but as Gutierrez points out, students are always learning more than math in math class.

My team and I at Desmos are forging new tools for curriculum and instruction and we're starting to evaluate our work not just by what those tools teach students about mathematics but also by what they teach students about themselves.

It isn't enough for students to use our tools to discover the value of mathematics. We want them to discover and feel affirmed in their own value, the value of their peers, and the value of their culture.

We've enlisted consultants to support us in that work. We're developing strategic collaborations with groups who are thoughtful about the intersection of race, identity, and mathematics. A subset of the company currently participates in a book club around Zaretta Hammond's Culturally Responsive Teaching and the Brain.

Before undertaking that work, I'd tell you that my favorite part of teaching Polygraph with second graders is how deftly it reveals the power of mathematical language. Now I'll tell you my favorite part is how it helps students understand the power of their own language.

"Is your clock a new hour?" a second-grade student asked me about my secret clock and before answering "yes" I made sure the class heard me tell that student that they had created something very special there, a very interesting question using language that was uniquely theirs, that was uniquely valuable.

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If I ever imagine that I can see the edges of teaching, if I ever tell myself that I'm apprehending all of its angles and dimensions, I just call up my friends Sarah Kingston, Ben Spencer, and Megan Snyder at Beach Elementary School and ask them if they'll let me...

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MPK

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There are two resources used in this analysis tool, K-8 and HS.
K-8 text analysis assignment.docx
HS text analysis assignment(1).docx
Here are some other analysis tools:
Text analysis templates(1).docx

ttps://www.mathedleadership.org/ccss/materials.html

https://achievethecore.org/category/1141/alignment-rubrics-and-textbook-adaptations

https://www.louisianabelieves.com/resources/library/curricular-resources

https://www.edreports.org/resources/instructional-materials-matter/index.html

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Description

This book bundle includes 10 copies of Powerful Partnerships and 1-copy of the Scholastic Professional Book Study: The Literacy Leader"s Guide. The Literacy Leader"s Guide aims to help literacy leaders frame, deepen, and extend conversations about professional books with their school and district teams.
Teachers and administrators will learn how to create the respectful, trusting relationships with families necessary to build the educational partnerships that best support children's learning. The book will cover the mindset and core beliefs required to bond with families, and will provide guidance on how to plan engagement opportunities and events throughout the school year that undergird effective partnerships between families and schools.
Includes:
Online resource bank

About the Author

Karen Mapp Ed.D.
A Senior Lecturer on Education at the Harvard Graduate School of Education and the Faculty Director of the Education Policy and Management Master's Program, and consultatnt to the Family and Community Engagement division of Scholastic, Inc.

Powerful Partnerships (10-copy pack)

Professional Book

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This book bundle includes 10 copies of Powerful Partnerships and 1-copy of the Scholastic Professional Book Study: The Literacy Leader"s Guide. The Literacy Leader"s Guide aims to help literacy leaders frame, deepen, and extend conversations about professional books with their school and district teams. Teachers and administrators will learn how to create the respectful, trusting relationships with families necessary to build the educational partnerships that best support children's learning.

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FACE programs and resources are designed to provide educators, parents, and community
leaders the research-based solutions they need to help all children succeed inside and outside
of the classroom. Expert implementation support and professional development services are available
to help with instructional strategies and sustain improvement.
PREK-3 Preschool-PREK
Recognizing and investing in family engagement policies and practices is key to closing the achievement gap and supporting the success of all students.

-Harvard Family Research project, April 2010

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Scholastic FACE - Family and Community Engagement

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FACE programs and resources are designed to provide educators, parents, and communityleaders the research-based solutions they need to help all children succeed inside and outsideof the classroom. Expert implementation support and professional development services are available to help with instructional strategies and sustain improvement.

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Scholastic's commitment to children does not stop at the school door or end after the bell. Following the latest research trends, we build the capacity of school staff to work with families and community partners to support the whole child-all day and all year. The Pathway to Effective Family-School Partnerships combines ongoing assessment, planning, and support for implementation to ensure systemic engagement practices.

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Scholastic Education : Family & Community Engagement

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Scholastic's commitment to children does not stop at the school door or end after the bell. Following the latest research trends, we build the capacity of school staff to work with families and community partners to support the whole child-all day and all year.

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Illustrative Mathematics provides resources and support for giving their students an enduring understanding of mathematics.

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The challenges of a mathematics leadership/specialist position.

The expectations of a mathematics leader/specialist.

The characteristics of a mathematics leader/specialist:  Know and Model, Collaborate and Implement, Advocate and Systematize (NCSM).

A Leadership Framework based on the National Supervisors of Mathematics resources for improving student achievement in Maine Learning Results mathematics, K-12.

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National Council of Supervisors of Mathematics.
(2020. Framework for leadership in mathematics education. Bloomington, IN: Solution Tree.

(2014). It’s time.  Bloomington, IN: Solution Tree.

(2008). The prime leadership framework. Bloomington, IN: Solution Tree.
Campbell, P., el al. (2013). The elementary mathematics specialist’s handbook.  Reston, VA: NCTM.

Heflebower, T., Hoegh, J.K. & Warrick, P. (2014). A school leader’s guide to standards-based grading. Bloomington, IN: Marzano Research Laboratory.

Hattie, J., Fisher, D. & Frey, N. (2017). Visible learning for mathematics: What works best to optimize student learning. Thousand Oaks, CA: Corwin.

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“The PRIME framework set the stage for leadership development by providing the “what” we need to do in order to work towards achieving our visions for equitable, high-quality mathematics education.”

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“The PRIME framework set the stage for leadership development by providing the “what” we need to do in order to work towards achieving our visions for equitable, high-quality mathematics education.”

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Research paper

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Research Paper Advocate Design Empower Monitor

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I chose to try the padlet because I had never used it before.  It was an opportunity to explore what padlet has to offer.  The headings make it easier to locate what I may be looking for.  It's a great resource for reviewing and reflecting on all I have learned throughout these 4 courses.  I have kept each course separate because they each focused on different learning.  It will make it easier for me to find resources that way.  Another reason resources will be easy to find is that there are pictures with some of the resources,
I have listed book resources, articles, links, course work, and ideas.
I will continue to use the padlet as a place to list books and articles that I find supportive to math education. It's an easy place to add document templates for tracking student progress.

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Math interventionist

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Umf

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The M.S.Ed. in Mathematics Education program has 2 tracks:

Leadership Track is designed for current educators interested in enhancing their role as a math leader in their school, district, and statewide

Initial Licensure Track is designed for those with a strong mathematics background who would like to become middle or secondary mathematics teachers and obtain their 300S endorsement

Details

This new program is designed for those who wish to deepen their understanding of mathematics leadership and for those who wish to become classroom math teachers at the secondary level

It's delivered in convenient blended format: 70% online / 30% face-to-face

The program requires 33 graduate credit hours, including 21 credit hours from the Core Curriculum

It emphasizes school improvement knowledge and skills grounded in action research

We Use a Blended Approach: In-Person and Online

Program delivery is a blended format. This means approximately 30% of the program will be delivered through face-to-face instruction and 70% will be delivered online. Typically, the 30% face-to-face instruction takes place over the course of 3 Saturday classes. Our graduates have consistently told us that this is the best of both worlds: the convenience of online education with the ability to make connections and expand your professional network through face -to-face interaction.

The University of Maine at Farmington is accredited by the New England Commission of Higher Education (NECHE) and the Council for the Accreditation of Educator Preparation (CAEP).

Courses
Core Curriculum (21 credits)

EDU 524 Advanced Math Methods (for K-8) OR EDU 561 Methods for Middle/Secondary Mathematics Education (7-12)

EDU 529 Mathematics Leadership in K-12 Settings: Understanding and Implementing Maine's State Standards

EDU 582 Research Methods in Education

Plus credits in Mathematics Education Content

EMA 500 Number, Operations, Algebra, & Functions PK-12

EMA 501 Geometry & Measurement PK-12

EMA 502 Data Analysis, Statistics, & Probability PK-12

Capstone Research Course Leadership Track (12 credits)

EDU 532 Mathematics Leadership K-12

EDU 525 Developing Formative Assessment Practices in the Mathematics Classroom

EDU 594 Designing a K-8 Math Coaching PracticeMath Coaching Specialization

EDU 596 Refining a K-8 Math Coaching Practice

EDU 527 Using Data for Teaching and Learning in Support for All Students in MathematicsMath Intervention Specialization

EDU 528 Leading the RTI Process in Mathematics
Initial Licensure Track (12 credits)

SED 561 Teaching Individuals with Exceptionalities in the General 7-12 Classroom

EDU 531 Mathematics Pedagogical Knowledge: Effective Instructional Practices for Teaching Maine's State Standards

Student Teaching / Internship (6 credits)

To see course descriptions please review the Graduate Catalog.

Application Info

Contact Us

Division of Graduate & Continuing Education
University of Maine at Farmington
Theo Kalikow Education Center
186 High Street
Farmington, Maine 04938
tel 207-778-7502
fax 207-778-8134
TYY (via Maine Relay Service) dial 711
gradstudies@maine.edu

Mailing address:
Division of Graduate & Continuing Education
University of Maine at Farmington
111 South Street
Farmington, Maine 04938

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M.S.Ed. in Mathematics Education - Graduate Studies

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The M.S.Ed. in Mathematics Education program has 2 tracks: Leadership Track is designed for current educators interested in enhancing their role as a math leader in their school, district, and statewide Initial Licensure Track is designed for those with a ... Read More

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2020

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Teachers will:

implement research-based teaching methods

effectively implement the use of manipulatives and models to maximize student learning in mathematics

research and implement assessment-based and focused interventions

implement continual progress monitoring through the use of data analysis and documentation of student learning

provide the leadership necessary to develop, implement, support, and maintain an appropriate math RTI program

Completion of this Certificate requires four UMF courses:

EDU 524  Advanced Math Methods (for K-8)
or  EDU 561  Methods for Middle/Secondary Mathematics Education (for 7-12)

EDU 526  Assessment Course & Research-based Intervention Practices

EDU 527  Using Data for Teaching and Learning in Support of All Students in Mathematics

EDU 528  Leading the RTI Process in Mathematics

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UMF Graduate Education Certificates

UMF also collaborates with the University of Maine and the University of Southern Maine to offer these online certificates:

Apply for a Certificate (Intent to Participate)

To enroll in any of our Graduate Education Certificate Programs, please complete the Apply - Intent to Participate Form (pdf) and return it to the UMF Office of Graduate Studies.

Note: If you have not already completed these courses at UMF in the previous five (5) years and received a grade of B or higher you are required to register for one or more of the courses in your Graduate Education Certificate Program offered in the upcoming semester / term. Please contact us for details.

Apply - Intent to Participate (pdf)
Certificate Policies (pdf)

Certificate Details

Administration Certificate

This certificate is designed for practicing educators interested in pursuing opportunities in school administration. Two years of teaching experience is required to enroll in this certificate program.
Completion of this Certificate requires the following four UMF courses:
If you do not complete the required four certificate courses and UMF's SED 518 Special Ed Law DOE may require you to complete other coursework to fulfill the ILLSC Standards requirements found in Chapter 115. Please check with the Maine Department of Education to verify if you need this course to meet your professional goals.

All courses are offered using a blended format, with a combination of face-to-face class meetings and online study.

Optional Electives:

SED 518 Special Education Law

EDU 554 Internship in School Leadership

English Language Learning (ELL) Certificate

This certificate is designed for practicing teachers interested in working with students who are non-native English speaking. The 5-course series certificate will develop one's understanding of the theoretical basis and practical application of ELL instruction. The certificate program will assist the teachers in acquiring strategies for creating an inclusive classroom, conducive to proficiency-oriented and communicative language instruction designed to create a learning community. Completion of this Certificate requires the following five UMF courses:

EDU 502 Second Language Acquisition

EDU 503 Culturally Responsive English Language Learner Pedagogy

EDU 504 English Language Learners: Equity, Inclusion, and Family Engagement

EDU 505 Curriculum, Instruction, and Assessment for ELLs

EDU 511 Evidence and Inquiry Based Strategies for Working with ELLs

Note: This is a graduate certificate that supports the coursework requirement for a Maine's Endorsement 660: English as a Second Language (ESL) endorsement. Please check with the Maine Department of Education for additional requirements for a Maine's Endorsement 660: English as a Second Language (ESL) endorsement.

All courses are offered using a blended format, with a combination of face-to-face class meetings and online study.

Gifted and Talented Education Certificate

This certificate is designed for practicing educators interested in pursuing opportunities in teaching gifted and talented students. It is a graduate certificate program that supports the coursework required for Maine's Endorsement 690. Please check with the Maine Department of Education for additional requirements for a Maine's Endorsement: Gifted/Talented Teacher.

Completion of this Certificate requires the following four UMF courses:

All courses are offered using a blended format, with a combination of face-to-face class meetings and online study.

Math Intervention Specialist Certificate

This certificate is designed to prepare K-12 teachers to identify students who need assistance in mathematics and to address the needs of these students through assessment-informed and focused interventions. Participants will learn to identify students' concept understanding and areas needing further development using quantifiable and research-based assessments.
Teachers will:
Completion of this Certificate requires four UMF courses:

EDU 524 Advanced Math Methods (for K-8)
or EDU 561 Methods for Middle/Secondary Mathematics Education (for 7-12)

EDU 526 Assessment Course & Research-based Intervention Practices

EDU 527 Using Data for Teaching and Learning in Support of All Students in Mathematics

EDU 528 Leading the RTI Process in Mathematics

All courses are offered using a blended format, with a combination of face-to-face class meetings and online study.

Math Leadership Certificate

This certificate is designed for practicing educators interested in pursuing opportunities in mathematics leadership. It is a 4-course series certificate that will prepare educators for the challenges of being a mathematics leader, whether it be a Math Coach, a Math Interventionist, an RTI Coordinator, a Title I: Math Teacher or a grade-level Team Leader. Completion of this Certificate requires the following four UMF courses (taken sequentially):

*Previously titled EDU 532 Mathematics Leadership K-12: The Art of Mathematics Coaching and Supervision, for students who started the program prior to the Fall 2018 semester.

All courses are offered using a blended format, with a combination of face-to-face class meetings and online study.

Special Education Administration Certificate

This certificate is designed for practicing educators interested in pursuing opportunities as a special education administrator. There is a shortage of qualified administrators of special education and assistant administrators of special education in the state of Maine. This certificate provides prerequisite courses, knowledge base, and internship experience in alignment with Maine certification requirements for a special education administrator. Candidates will develop an understanding of the theoretical basis and practical application of Special Education Administration.

Completion of this Certificate requires the following five UMF courses:

EDU 550 School Law for Administrators

EDU 551 Changing Educational Organizations in a Diverse World

EDU 552 Supervision and Evaluation of School Personnel

EDU 553 Finance for School Administrators

SED 598 Inclusive Education Reform: a Social Justice Approach to School and Systemwide Reform

*Students enrolled in this certificate who intend to apply for Maine 030 certification as a special education administrator must also have completed SED 518: Special Education Law (or an equivalent course) to be eligible for certification as a special education administrator. Contact your advisor or the graduate studies office for more details.

All courses are offered using a blended format, with a combination of face-to-face class meetings and online study.

Special Education Certificate - Elementary

This certificate is designed to assist educators in meeting professional goals. The courses included in the certificate provide educators with a range of essential knowledge and skills to support students with disabilities in a variety of settings, and for professionals in a variety of roles. There is a focus on high leverage practices designed to support students with disabilities.

Completion of this certificate requires four (4) courses:

SED 506 Assessment in Special Education

SED 507 Curriculum and Instructional Programming for Students With Disabilities

SED 518 Special Education Law

And one of the following courses:

SED 508 Classroom and Behavior Management of Students with Disabilities

SED 529 Individualized Positive Behavior Supports

All courses are offered with 100% online options.

Certificate in Special Education - Secondary

This certificate is designed to assist educators in meeting professional goals. The courses included in the certificate provide educators with a range of essential knowledge and skills to support students with disabilities in a variety of settings, and for professionals in a variety of roles. There is a focus on high leverage practices designed to support students with disabilities.

Completion of this certificate requires five (5) courses:

And one of the following courses

SED 508 Classroom and Behavior Management of Students with Disabilities

SED 529 Individualized Positive Behavior Supports

All courses are offered with 100% online options.

Systems of Student Support Certificate

This certificate is designed to provide educational leaders with the opportunity to develop knowledge, skills, and competencies that can prepare them to assume leadership roles in the development and implementation of student support services and related programming in their schools and districts.

This set of courses will provide students with a broad foundation in understanding the nature and needs of students, schools, and communities in need of additional, specialized, or individualized services combined with coursework on implementing programs, practices, or reforms for individual students, families, schools, districts, or communities. A primary focus of this certificate is on developing systems of support for students with or at risk for social, academic, and behavioral difficulties.

Completion of this certificate requires 4 UMF courses:

EDU 506 Poverty in Education

EDU 519 Risk and Resilience in Educational Settings

EDU 579 Implementing Systems of Student Support

And one of the following:

ECH 533 Advanced Foundations of Child Development (requires permission from ECH)

EDU 503 Culturally Responsive English Language Learner Pedagogy

EDU 504 English Language Learners: Equity, Inclusion, and Family Engagement

EDU 521 Fostering Effective Learner Dispositions

EDU 526 Assessment Course & Research-based Intervention Practices

EDU 533 Mindfulness

SED 529 Individualized Positive Behavior Supports

SED 514 Literacy Development for All Students

SED 530 Identifying and Educating Learners Who are Gifted

SED 598 Inclusive Education Reform: a Social Justice Approach to School and Systemwide Reform

All courses are offered using a blended format, with a combination of face-to-face class meetings and online study.

Certificate in Math Coaching Option

Coaching candidates enrolled in the Maine Math Coaching Project have the opportunity to enroll in an optional Graduate Certificate in Math Coaching. To earn the certificate, candidates also take a 4th course ( tuition for this course is not included in MMCP membership fees).
Certificate in K-8 Mathematics Coaching: Certificate in 7-12 Mathematics Coaching:
Apply - Intent to Participate (pdf) Certificate Policies (pdf)
Note: If you have not already completed these courses at UMF in the previous five (5) years and received a grade of B or higher you are required to register for one or more of the courses in your Graduate Education Certificate Program offered in the upcoming semester / term. Please contact us for details.
Contact Us

Division of Graduate & Continuing Education
University of Maine at Farmington
Theo Kalikow Education Center
186 High Street
Farmington, Maine 04938
tel 207-778-7502
fax 207-778-8134
TYY (via Maine Relay Service) dial 711
gradstudies@maine.edu

Mailing address:
Division of Graduate & Continuing Education
University of Maine at Farmington
111 South Street
Farmington, Maine 04938

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Graduate Education Certificate Programs - Graduate Studies

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UMF Graduate Education Certificates UMF also collaborates with the University of Maine and the University of Southern Maine to offer these online certificates: Graduate Certificate in Instructional Design Graduate Certificate in Classroom Technology Integrationist Apply for a Certificate (Intent to ... Read More