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The Lead Teacher, or cascade, model is established to build leaders of
mathematics instruction for schools and districts. Each elementary
school with a K-5 grade span has one or more NC-PIMS Lead Teachers
assigned to be trained in, and to conduct, mathematics professional
development during the school year. NC-PIMS Facilitators work with the
Lead Teachers to assist them in their preparation to take a leadership
role in mathematics for their schools. Lead Teachers for grades 6-12
provide mathematics leadership to their peer teachers through
professional development delivered at the district level.
 NC-PIMS Leadership Development session at Fayetteville State University, February 2007
Professional Development
of Lead Teachers
In Year 5, among all 12
district partners, there have been 239 K-5 Lead Teachers serving 177 elementary
schools and 55 Lead Teachers of Grades 6-12 serving 145 middle and high
schools. All of the Lead Teachers
participated in leadership development and mathematics workshops to prepare
them for conducting the 12-hour workshops for their mathematics
teacher-colleagues. The preparation,
which concluded in July 2006, prepared Lead Teachers to deliver the 12-hour
workshops during Year 5 (2006-2007). The Data with Measurement workshop was
delivered to all K-5 teachers in the partner districts, and the Geometry
workshop was delivered to all 6-12 mathematics teachers. The leadership development during Year 5 included two days in spring 2007 and three consecutive days during June or
July 2007 to deliver the Measurement workshop to K-5 teachers and Mathematical
Modeling to 6-12 mathematics teachers.
These 12-hour workshops will be conducted during the 2007-2008 school
year.
With Facilitators’
assistance, the 294 Lead Teachers have provided support for the mathematics
professional development conducted in their schools and districts during Year 5
and have set the stage for the next step in the leadership development of Lead
Teachers to be implemented in the 2007-2008 academic year. This next step for leadership development
began in February 2007 at each of the three university/district regions with a
focus on the formation of Classroom Communities of Mathematical Inquiry. In this context, the two days have included
work on the essential components of a classroom community of mathematical
inquiry and learning, learning mathematics while one teaches it, and ways to
set up a class for mathematical inquiry.
During June and July 2007, Lead Teachers continued their professional
development in preparation for conducting a 12-hour workshop on Measurement
(K-5) and Mathematical Modeling (6-12).
The latter two 12-hour workshops will be conducted by Lead Teachers
during the academic year 2007-2008, with most being completed during fall 2007.
The total number of targeted participants and
the number of hours of instruction
or training that each have received by the end of Year 5 [September 30, 2007] is
shown in the table below.
Number of
Instructional Contact Hours for Participants Completed Through Year 5
|
Participants
|
N*
|
(1)-Weekly
Professional Development
|
(2)-Graduate-Level
Mathematics Courses
|
(3)-Curriculum/School
Leadership Training
|
(4)-School/District
Mathematics/ Science Workshops
|
|
Facilitators (Mathematics Only)
|
12
|
700
|
NA*
|
Included in Column 1
|
NA
|
|
K-5 Lead Teachers
|
290**
|
NA
|
96 [2 courses]
|
120
|
NA
|
|
6-12 Lead Teachers
|
77**
|
NA
|
180
|
120
|
NA
|
|
Regional Lead Teachers
|
11
|
NA
|
96
|
186
|
NA
|
|
K-12 Classroom Teachers of Mathematics
|
6200
|
NA
|
NA
|
NA
|
60
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* New Lead Teachers in 2006-2007 are not included in the tabular
counts; NA= Not Applicable
**Based on average number, annually, taking attrition into
account
East Carolina
University Support for
MAEd in Mathematics Education
In support of NC-PIMS, East Carolina
University provided free
tuition and fees for 18 K-5 Lead Teachers who are scheduled to complete all
requirements for the MAEd in Mathematics Education in summer 2007. These students have been able to apply the
NC-PIMS courses toward their degree work.
The teachers represented six of the NC-PIMS partner districts.
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