We are proud to announce that Wayne RESA's Mathematics and Science Center will again be offering our long-running, award winning "Title 1: Project Making Mathematics Matter - TIPM3" course again next year. We believe strongly that the strength of the TIPM3 program lies in our five core components: Institute Sessions, Individualized Coaching, After-School Collaborative PLC Meetings, Teacher Teams, and Job-Embedded Professional Development. We have received an enormous amount of positive feedback from teachers and school districts who have participated in the past, and we look forward to another outstanding year in 2016 - 2017.
Just as we did this year, in 2016 - 2017, we will be offering five grade bands for school teams to choose from: Grades K-1, Grades 2-3, Grades 4-5, Grades 6-8, and High School. Please see the attached course description and registration forms for more information. If you have any questions, you may contact David Sword (email@example.com), Libby Pizzo (firstname.lastname@example.org) or Kristi Hanby (email@example.com) .
CLICK ON THE GRADE LEVEL LINKS BELOW FOR MORE INFORMATION!
1. Institute Sessions
The ultimate goal of the TIPM3 institutes is to help teachers increase their Mathematical Content Knowledge for Teaching. This construct of Mathematical Content Knowledge for Teaching includes the following three components:
- Mathematical content knowledge about the content being taught
Over the course of the year, the teachers will participate in rich mathematical tasks will cover all of the CCSS that are related Number and Operations and Number Systems.
- Pedagogical knowledge about effective teaching strategies for students to learn the content
- Curricular knowledge about effective sequencing and scaffolding of content to help students make mathematical connections
2. Individualized Coaching
A coach is assigned to each school team to collaborate with the team throughout the school year. The purpose of coaching is NOT to evaluate, but to provide collegial support and collaboration in integrating content and strategies from institute sessions into the classroom. To facilitate this goal, the coach works with participants during institute sessions, facilitates site-based after-school PLC meetings, and provides classroom coaching support.
3. After-School Collaborative PLC Team Meetings
After-school PLC meetings at each school are also part of the project and are facilitated by the team's coach. The goal of these meetings is to provide an opportunity for the team to reflect on and personalize institute content and strategies and to plan the corresponding follow-up classroom coaching and implementation. Teachers are paid a $50 stipend for each meeting (up to $300 total per participant for 6 meetings).
4. Teacher Teams
This project is geared toward teams of teachers from Wayne county school districts and would involve the school and/or district being committing to sending a team and providing substitutes. Participants attend seven mathematics institute sessions which are held at Wayne RESA. We encourage teachers in both general education and special education to participate in the grade span of the students they work with. We are trying to affect whole-school participation whenever possible.
5. Job-Embedded Professional Development
Research has overwhelmingly shown that by far the most effective type of professional development for producing systemic change is sustained, long-term, content-focused, and job-embedded. The TIPM3 philosophy is rooted within those core beliefs.
Cost per participant:
• Tier 1 $2700 per teacher includes instruction, coaching, meeting stipends, hosting costs, manipulatives for classroom use WITH a document camera and projector
• Tier 2 $2000 per teacher includes instruction, coaching, meeting stipends, hosting costs, WITH manipulatives for classroom use (does not include the document camera and projector)
• Tier 3 $1700 per teacher includes instruction, coaching, meeting stipends, hosting costs (assumes teachers have the document camera, projector and manipulatives for classroom practice)
Best Practices in Mathematics:
Building a High Quality Teaching Profession
Classroom Learning: A Prospective, Quasi-Experimental Study of Title I Increasing Achievement by Focusing Grade-Level Teams on Improving
How Teachers Learn
Improving Teacher Quality
Math Talk Rubric
Moving the Learning of Teaching Closer to Practice
Teacher and Leader Effectiveness in High-Performing Education Systems