Professional Development
MATH ADMIN CLASSROOM VISITATION PROGRAM
A three-part series focused on calibrating administrators' vision of high quality mathematics instruction and engaging teachers in more meaningful conversations about ways to enhance students' learning opportunities.
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About This Program
Developed by Delaware Mathematics Coalition leaders, the Mathematics Administrator Classroom Visitation Program is designed to support school administrators in their efforts to promote more powerful and productive discourse in their mathematics classrooms. The three part series engages administrators in job-embedded activities including classroom video analysis, use of protocols to support a tighter focus on students’ learning opportunities, classroom visits, and rehearsals of follow-up conversations with teachers.
Session One Calibrating Our Vision for High Quality Mathematics Instruction & Meaningful Discourse
Session Two Applying Our Lens: Moving Our Vision for High Quality Teaching and Learning Forward
Session Three Expanding Our Efforts: Promoting a School Climate of Learning and Reflection
- What does meaningful mathematics discourse look like and sound like in action?
- How can we more consistently capture evidence of those key moments when students’ learning opportunities occurred or could have been further enhanced?
- What is the nature of the feedback and questions that are most useful in promoting reflection and growth?
- How can we promote sustainable improvements in the quality of mathematics conversations in our classrooms?
The Delaware Mathematics Coalition’s Math Administrator Classroom Visitation professional learning program 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 their Principles for Principals initiative 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 the 2019 Policies & Practices Institute. For more information, contact Delaware Mathematics Coalition Executive Director Dr. Jamila Riser.
“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. "
“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."
“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 think the baseline measures are very important in this process. It’s helpful to determine administrators’ beliefs around providing support and feedback to teachers and their willingness to analyze and be reflective about their lessons. I’m looking forward to this new approach to supporting my teachers and growing professionally.”
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