The Delaware Mathematics Coalition’s Math Administrator Classroom Visitation professional learning project is now available to all district and charter school members of the organization. The course of study was developed by the curriculum leaders as part of the DMC’s Principles for Principals efforts and is aimed at supporting administrators (K-12) in their efforts to promote more meaningful discourse and deeper teacher reflection in their schools. The program has been met with tremendous enthusiasm and was featured at last year’s Policies & Practices Institute. For more information, contact DMC Executive Director Dr. Jamila Riser.
Professional Learning for Administrators
“The video analysis protocol and calibration activities helped us learn to listen and build trust in each other’s thinking. We also learned to discuss and question our own thinking. We are committed to improving our math discussions and the feedback to support our teachers to reflect more deeply about their lessons.” .
“I loved the video analysis reflections. It gave us an opportunity to engage in conversations about the mathematical discussions among the teacher and the students. It was great hearing all administrators share their thoughts about the conversation with the teacher.”
“This has truly been one of the best opportunities to come together as an administrator community. The knowledge I gained was invaluable."
“I really valued and appreciated the ability to collaborate about meaningful discourse in math classrooms. The discussions helped frame my thinking as we did walkthroughs and will enhance my questioning in the future.”
“What I valued most about our collective work was calibrating my thinking w/K-12 and receiving real time feedback on my thoughts in a walkthrough. I felt using the protocol in the walkthrough process was one of the most meaningful aspects of the course-of-study sessions."
“What I valued most was the opportunity to talk across grade levels (Elementary-Secondary) to discuss walkthrough feedback focused on meaningful discourse.”
"This course-of-study influenced my approach because I realized I need to ask more questions to elicit reflection. It also helps me practice conversations that need to be had with my math staff.”