Susan Wygant Minnesota

Susan Wygant Minnesota - June 2007 Minnesota MSP Grants...

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1 Minnesota MSP Grants June 2007 Leader Learning x Teacher Learning for Student Success Highlighting Professional Development Burnsville-Eagan-Savage School District Grant: Professional Development in Mathematics
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2 DISTRICT DEMOGRAPHICS Suburb of Minneapolis 10,600 Students 10 Elementary Schools, 3 Junior Highs, 1 High School 22% Free and Reduced Lunch 25% Minority; 9% ESL; 11% Special Education
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Guarantee for Better Student Learning ADOPTION-INITIATION Opening up the Process I M P L E N T A O B u i l d n g C a p c t y R e h k r s S WHAT WE TEACH HOW WE TEACH IT HOW WE MEASURE IT NO SMALL TASK: CHANGING MATH CHANGING MINDS
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4 Mathematical Knowledge Required for Teaching The demands of teaching require that teachers possess a specialized knowledge of mathematics that differs from common content knowledge. The ability to decompress or “unpack” mathematical concepts is essential as teachers strive to manage the development of their students’ understanding. Hence, teaching requires a pedagogical content knowledge comprised of a much deeper understanding of mathematics than has been typically recognized.
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5 CURRICULUM RENEWAL A Vision For Improvement Action Taken Organizational Structure Strategic Plan District Math Coordinator Teaching Practices Focus on Teaching Rather than Teachers Professional Development Increased Professional Development Budget Allocation Federal Title Programs Leadership Training for Principals, Mentors for Elementary, and Board of Education
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6 MINNESOTA DEPARTMENT OF EDUCATION (MDE) COLLEGE AND UNIVERSITY MATH CONSULTANT DISTRICT 191 PUBLISHER
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7 A Community of Learners This project was strengthened by the perspectives and knowledge the team brought to the collaboration. The learning was not only for the participants— the planning enriched the practices of all involved. -Nancy Nutting, consultant
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8 Elementary Math Mentor Model Team of 5-7 teachers in each building, including Special Education and Title 1 staff Facilitate late start sessions examining student work Help set pacing schedule Develop common assessments Share expectations and enthusiasm for the curriculum Assist in Summer 2005 Institute and facilitate complete use of the curriculum in each building in 2005-2006
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9 Sioux Trail Team My own understanding has grown and now I am able to take my students to a higher level because I am at a higher level. Had I just had an inservice on a
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This note was uploaded on 11/11/2011 for the course MATH 220 taught by Professor Kearn during the Fall '11 term at BYU.

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Susan Wygant Minnesota - June 2007 Minnesota MSP Grants...

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