Event Details
| Date | Tuesday, November 29th, 2016 |
|---|---|
| Time | 9:30a - light breakfast 10:00a-2:00p (lunch included) |
| Location | Willow Creek Center, Room D-4: Mt. Diablo Unified School District Address: 1026 Mohr Lane, Concord, CA 94518 Estimated Travel Times:
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| Questions | Contact Nick |
RSVP District Participants by November 16
Cross-District Workspace
This is an incredible opportunity to include district members outside of the Leadership Team to gain critical knowledge around the shifts necessary for CCSS-M implementation!
Learning Objectives
Build district leader’s capacity to develop professional learning structures for their teachers that lead to increased student discourse in the HS mathematics classroom.
Essential Questions
- What does it mean to cultivate academic student discourse in the classroom?
- How can we create structures that will build the capacity of teachers to cultivate academic student discourse in the classroom?
- How do we know quality academic student discourse is being cultivated in the classroom?
Resources
Promoting Language and Content Development
Washington Unified Resources
Lets Talk Promoting Mathematical Discourse in the Classroom
Unpacking the Nature of Discourse in Mathematics Classrooms
Moschko 2003 PME Math Discourse
About the Experts
Vinci Daro
Vinci Daro is Associate Director of Mathematics Learning at Understanding Language/Stanford Center for Assessment, Learning, & Equity (UL/SCALE), and currently serves as mathematics director for the Building Educator Assessment Literacy (BEAL) professional development project. Prior to her work with UL/SCALE, Vinci worked with Ann Shannon & Associates doing professional development with teachers in Kentucky and New York City focused on the Shell Centre Formative Assessment Lessons (Classroom Challenges).
In the late 1990s, she taught mathematics at both Seattle Central Community College and Middle College High School (in Seattle), and has spent the past 18 years developing K-12 mathematics curricula, assessments, and professional development on many different projects, including projects with Learning in Motion, Better Lesson, and the Achievement Network. She holds a Ph.D. in Cultural Anthropology from the University of North Carolina, Chapel Hill, and a BA in Mathematics and Anthropology from the University of California, Santa Cruz.
Phil Daro
Phil Daro served on the writing team of the mathematics Common Core State Standards. He continues to work on implementation and policy issues related to the Common Core. He is the lead designer, mathematics, for the pad based Common Core System of Courses developed by Pearson Education. He also works in a partnership of the University of California, Stanford and others with the Oakland and San Francisco Unified School Districts for the Strategic Education Research Partnership (SERP), with a focus on mathematics and science learning.
Previously, Daro was a Senior Fellow for Mathematics for America's Choice, the executive director of the Public Forum on School Accountability, directed the New Standards Project, and managed research and development for the National Center on Education and the Economy. Daro has directed large-scale teacher professional development programs for the University of California, including the California Mathematics Project and the American Mathematics Project.
James Malamut
James (Jim) Malamut is a Math Development and Research Associate at the Stanford Graduate School of Education. Prior to his work with Stanford, Jim spent the past six years in the classroom as both a teacher and math coordinator. He previously was a founding math teacher at East Bay Innovation Academy in Oakland and a teacher and middle school math coordinator for Sankofa Freedom Academy Charter School in Philadelphia.
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