The place was Stillman Valley, Illinois. My first teaching job out of college in 1973… a long time ago. And I was the math teacher for grades 7-12. Yes, THE math teacher. For those readers from more rural areas you know what I mean! I initially took the job in the northern middle part of the state because I was also offered the boy’s freshman basketball and head boy’s baseball coaching positions. But soon enough I knew why I was really there. I had known since I was 17 years old and declared that I was going to be a math teacher – right there in our high school newspaper! Teaching was my passion. Math was my best subject and only later in life did the leadership stuff follow.

Soon however, I realized I did not really know enough mathematics to teach middle and high school math very well, at least not to all of my students. I was too raw to understand my teaching role in crossing the teaching/learning divide with students. During the 70’s there not only had been a “Back to Basics” mathematics movement, math wasn’t yet considered as necessary for everyone. You might find it hard to believe, but back then less than 50% of students were allowed to take Algebra 1 before high school graduation. And even of those 50%, far fewer actually passed the course. And to be completely revealing, algebra was a pretty boring course for most students.

I found this cultural mindset very disturbing personally – even then while in my twenties. I wanted my students to love math and find it exciting just the same as me. And, more importantly I assumed they all wanted to have a chance to go to college – at the very least Rock Valley College, our local community college just a few miles away. And in my world, mathematics (especially algebra) was the key to getting there.

So, I had a dual dilemma: How could I open the doors for more students to learn the mathematics needed for a chance to go to college (especially students who did not like math very much), and how could I convince my Principal and my community this was an important issue? High School mathematics (at least algebra and geometry) wasn’t for everyone they kept assuring me. From my perspective the lack of access to a college preparatory curriculum seemed like such a social injustice. This dilemma such a long time ago, is not so far fetched today is it?

I lost on both counts during my six years at Stillman Valley. First I did not know how to teach differently than the straight lecture approach I had learned in undergraduate school. In general I only knew enough to study what was in my textbooks. I had to let the textbook do my thinking for me. And as the only teacher in the school, there wasn’t a lot of collaboration going on. Second, I did not have the political skill or savvy to convince the community that college was not a threat to their sons and daughters.

No doubt, there were a few victories along the way. More kids started taking math classes and the school district added a math teacher! We started a math club and a math team that rocked out! I met with many parents in their homes to change their mind about college – I was my own little crusader for a while. And I gained a lot of respect for how hard it was to teach mathematics in elementary school as well.

So, what does this beginning have to do with the launch of Mathematics At Work™? First my growing up story as a teacher of mathematics is not unique. Although many of our Mathematics At Work™ thought leaders have different backgrounds and represent various parts of the country, we have similar early career experiences that shaped our life’s work.

Second, several themes emerged for each of us in those early years:

1. As teachers we never have enough wisdom 

 Of course back then we did not have the Carol Dweck Mindset research that supported the need for every teacher to embrace a growth mindset. And that there should be a deeply held belief that we can and should work to improve our own knowledge base every day as we seek out ways to cross the teaching/learning divide. 

2. Math class must be fun and engaging

I always thought that math teachers should think like an elective class teacher. You know, imagine students (K-12) didn't have to take math! What if it was optional? How could we make them want to be in math class?  How could we engage them in learning mathematics? Back then I remember being so inspired by Zal Usiskin’s (of the University of Chicago) teaching that mathematics needs to be applied and have relevance for students.

3. The textbook cannot be the sole authority

Many of our professional colleagues on the Mathematics At Work™ team are textbook authors, including myself. And I believe in what we write. And yet, this summer, a great friend and colleague - Rick DuFour - during one of our panel discussions at a PLC At Work Institute this summer explained to the audience “If you take away the work, you take away the learning” for the teacher and the team. In my early years, I had become so book dependent, that my own learning became stunted a bit. The textbook is and should be a great resource, but just that – one of many resources used as your own knowledge and understanding of how to present the mathematics content develops and matures.

4. As teachers we need to collaborate and work together

Although I had no understanding of what this meant back in the 70’s eventually by the mid 90’s we knew beyond the shadow of any doubt, that the best strategy to achieve the expectations of mathematics standards was to create schools and districts that operate as professional learning communities. I just knew that I missed the opportunity in those early years to grow my own skill due to the lack of relating to and learning from the knowledge and skills of others.

5. Every child has the right to be prepared for college

This social justice issue was ingrained in me. I am not sure why. Only that I observed a K-12 system that essentially sorted students out as early as 6th grade and that it was my beloved discipline – mathematics - that was often the root source of that injustice – especially among minority groups of children. I was too young at the time to understand it really. But I knew it wasn’t right. And, as a math teacher how much power did I have to change it? Was math really only for the selected and talented few? Or was algebra for all just a catchy phrase?

By 1980 NCTM released a 29-page pamphlet titled an Agenda for Action. If you get a chance go to the link provided. You will see that the 8 recommendations from 35 years ago still stand on solid ground today. And they are embedded in the writing, beliefs and the deep teaching of our Mathematics at Work™ team. Somewhere during this time, I decided to dedicate my career to those tenets – and to the hope they provided for all children.  

Almost a decade later in 1989 The Mathematical Sciences Education Board, and the National Research Council under the leadership of Lyn Arthur Steen released Everybody Counts: A Report to the Nation on the Future of Mathematics Education. You can read and review the report at this link

This report, along with NCTM’s Curriculum and Evaluation Standards in the same year, has shaped our Mathematics At Work™ thinking and belief structures over the past 25 years. And represents the fundamental foundation of our thought leadership as expressed in our professional development series, Beyond the Common Core: Mathematics in a PLC At Work™ being released through the fall and winter of the 2014-2015 school year.

Our work being released today certainly stands on the shoulders of the giants and the thinkers in front of and all around us (a paraphrase borrowed from Newton), allowing us to stand taller and see further because of that thought leadership.  It is our hope that somehow, we provide a shoulder for you to stand taller and see further as well. As you pull children across the teaching/learning divide – one by one.

Check out Dr. Kanold's Resources on our online community >>

Check out the newly released site: Mathematics At Work™: Crossing The Teaching/Learning Divide Together!

New launch of this Mathematics at Work™ landing page with Solution Tree, and all of its products – books, events, information, professional development focus and reproducible downloads. 




At the end of day 1, we used the online Poll Everywhere tool to gather responses to the prompt "I'm leaving today feeling..."
UC Davis Day 1 Exit Poll

For instructions for how to lead your own Poll Everywhere

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Page Link not found: MHT:MiC Convening Tools and Procedures


Long Beach Day 1 Exit Poll

Full Survey Report

Summer 2014 Principal Institute Survey Summary



“I gained a deeper understanding of the HLTA and some processes/tools to use with our teacher teams.

It helped get our district team moving in the same direction.” – MiC District Participant


  1. Institute  Objectives


  • MiC site leaders will be trained in key high leverage math leadership actions associated with the promotion of collaborative teacher teams and formative assessment.
  • MiC districts will work with site leaders on priority actions for CCSS-M implementation for the 2014-2015 school year
  • District teams will build greater coherence and shared strategies for CCSS-M implementation
  • Site leaders will develop a network of colleagues from across MiC districts to work with throughout the year


  1. Participation


Davis Institute

       Dinuba Unified: 20 principals and central office staff, including Superintendent Hernandez

       Elk Grove Unified: 39 site leaders and Math Generation staff

       Oceanside Unified: 8 site leaders and district math coordinators

       Sacramento City Unified: 62 site leaders and central office staff

       Sanger Unified: 21 site leaders and central office staff

  • Total: 150 district participants


Long Beach Institute

       Garden Grove Unified: 27 principals and central office staff

       Long Beach Unified: 17 site leaders and central office staff

       Oceanside Unified: 18 site leaders and central office staff

       Santa Ana Unified: 12 site leaders and central office staff

       Sanger Unified: 11 site leaders and central office staff

  • Total: 85 district participants




  1. Day One, Instant Poll Word Cloud

“I am leaving today feeling…” 110 text responses in Davis

“I am leaving today feeling…” 65 text responses in Long Beach


  1. Day Two Exit Survey Response Rate – 67% overall

                                                                                  Davis - 91 out of 150 attendees responding: 61%

                                                                        Long Beach – 67 out of 85 attendees responding: 79%



  • 24 identified as District Leadership
  • 46 identified as Other School Site Leaders (Vice Principals, Coaches, Lead Teachers, etc)
  • 4 identified as Technical Assistance Provider
  • 83 identified as Principal
    • 152 out of 158 that responded attended the full session


Community Goals and Objectives





  1. Participants Comments


Our Community of Practice Goals


Question 1. The experience at this meeting has helped increase my confidence in my role within the CCSS-M implementation. Score: 3.63 out of 4


Question 2. My district has a clear v i s i o n a n d ap pr o a c h t o m a t h i n s t r u c ti on and a s s e ssm e nt.

Score: 2.78


Question 3. I gained resources, knowledge or tools that will help me in my role in the CCSS-M transition at this meeting . Score: 3.66


Question 4. My work in this meeting with people from other districts will help me improve the math instruction in my own district . Score: 3.29


Question 5. The activities, structures, and facilitation used in this meeting model best practice in adult professional learning for the CCSS . Score: 3.66



  • Loved the clear explanation of effective PLC development
  • Everything was either affirming or thought provoking.
  • An outstanding overview of how to lead and prioritize Math instruction at a school site.
  • Teacher leaders might have been included so that the message back to the sights would have been through their lens.
  • The way I rotated per my name tag brought to my district people only.
  • This was beneficial but meeting with the other districts did not help me at all to improve the math instruction in my district.
  • Still have questions with how parents precieve homework.
  • Good balance of in-district and across district time
  • Clear practices were provided.  I will need to find the time to prioritize what I want to bring back to my teachers as to not overwhelm them.
  • This was some of the best PD I've been involved with.
  • Great balance of all activities these past two days.  Practical practice!
  • I love networking with others from other districts and hearing about their challenges and gaining insights from them.
  • Lots of great structure, probably need tools to guide teams to get there... whether it's resources or reading to support and create buy-ins.
  • Thank you for being cognizant of the participants level of 'Fullness" those of us who are familiar with the MiC convening have developed a stamina for the rigor and speed at which all of this information is shared
  • One of the best learning conferences I have attended as a Principal. I left with immediate next steps to initiate activities to move my staff foward.
  • I appreciated the built-in time to discuss with own district throughout the day.
  • I have a lot of resources to take back to my site and start implementing in August.
  • The discussions were based around some terrific topics and helped confront some big questions.
  • Although it is great to hear what other districts are doing, the district team discussions and planning sessions are critical
  • Dr. Kanold is a very skilled facilitator, leader, and presenter.  His balance of small group and collaborative tasks is profound.
  • "The balance of whole group, small group, district, and cross district work was perfect.
  • The information is right at the point of need, and the tools and processes can be replicated in our district and at our sites.  I'm so grateful to have this opportunity for our district to participate, to work with Dr. Kanold, and to form relationships with California Education Partners.  We are blessed!"
  • Even though presentations were detailed there was not enough time to go deeper and analyze info with colleagues... for example, entry level survey analysis was little confusing thus future use of it was a little confusing... similarly provided rubrics were clear and again discussion of possible was not clear especially regarding the next steps.
  • I really enjoyed the training!  It was great to be able to articulate across other districts.


Meeting Objectives


6. Learning about the 'High Leverage Team Actions' will help me in my leadership of CCSS-M.

Score: 3.61


7. As a result of this session I will promote the use of formative assessment techniques with my teachers . Score: 3.63


8. The time spent with others from my district helped my work for CCSS-M implementation next year. Score: 3.41



  • It was nice to have the time to collaborative.  Our district leadership should have been involved.
  • District time was important for the principals.
  • Great collaboration opportunities to gain knowledge and learning tools to improve learning in mathematics.
  • Time spent with elementary leaders helped to clarify the many issues that feeder schools face with regard to the implementation of math CCSS-M
  • Working as a district allowed us to debrief and come up with a district focus in math for us.
  • We needed a better sharing protocol and direct questions to anwer to shape this discussion.
  • 8.  I would like us to meet again as a district to develop the expectations for the principals for next year as it pertains to CCSS-M.
  • In-district time was most helpful
  • Time to work with the team allows us to take what we learned and put it into actionable plan.
  • I really appreciated this session. Many of the HLTAs we have talked about but could not get any traction as to there importance to the bigger picture. Thank yyu for helping step acros the line.
  • During Day 2, I felt there was a lot teacher "bashing".  The message sent out to principals on Day 2 was "your teachers no nothing and have nothing to offer".  Please respect that teachers do bring something to the table.
  • It was beneficial to meet with my district. I would like to continue meeting with other grade level principals from other districts.
  • This was critical to helping get our site instructional leaders on the same page.  The opportunity to learn from an expert in the field will really further the efforts back in the district.
  • Would have liked to see a common goal that was supposed to be reached during district collaboration time, felt like it ended up being not the most useful time.

9. As a result of this session, I have a better understanding of my district's priorities in CCSS-M implementation next year. Score: 2.98


10. I will take advantage of opportunities to work with those I met from other districts over the next school year. Score: 2.99



  • Since I work at a COE I can have the opportunities to work with folks from my region.
  • It was great to collaborate with another principal from another alternative ed site.
  • I have made contacts that I can bounce questions off in the near future.
  • Hopefully as I get to know them better that will change.
  • I exchanged emails and will communicate with a fellow participant in another district.
  • I am unaware of any opportunities to get together beyond this training.
  • The leaders are very friendly, picked up on new ideas.. but not really in Math.
  • Very helpful to hear from other districts.
  • As much as time can be afforded. There was tremendous value in getting everyone on the same page and begin to develop common definitions and understandings.
  • The informal (relationship) and formal (task) aspect of the institute were terrific.  I appreciated the social collaborative time combined with the rigor or satisfaction needed to complete a group task.
  • We are planning on visiting Elk Grove and Oakland Unified this school year.
  • Did not have the opportunity to really learn important information from individuals in other districts.
  • time spent with colleagues from the district revealed there was lots of ? how implementation of CCSSM should look in the district...


Community Organizers and Presenters


11. The activities and presenters met the objectives of the institute . Score: 3.68


12. I am interested in hearing more from Dr. Kanold at the 2015 Summer Institute . Score: 3.74



  • The pacing, presentation style, mix of activities and--most important of all--information provided was top-notch. I appreciated the tools and research-based focus.
  • I will follow KANOLD wherever he goes =)
  • I have read the leadership books and his presentation definitely helped me to better understand and reinforce the messages.  I will read another of his books and would like to see if further increase my understanding of vision and implementation.
  • I appreciate your convictions!  Keep up the great work!
  • Great information;
  • Love Tim - he's fabulous!
  • Would like a small Q & A session either in the beginning of the day or after the day for debriefing and clarification on some actions.
  • There was such a great balance between presentation, team time, conversations, etc.
  • He was fantastic.
  • Timothy is practical and his ideas are easy to understand and make sense.  I love the fact he says these aren't his opinions, but that everything he refers to is grounded in research, and he frequently brings in those resources.
  • Very interesting topics and I appreciate his expertise in the field.
  • I would love to have him speak in our district.
  • I would like to have the opportunity to see the evolution of school districts after another year of implementation.
  • He is getting to know our group and what we need.  I think the opportunity to continue with him will assist in our efforts staying coherent and focused, allowing us to go deeper with the changes.
  • Dr. Kanold is an excellent presenter and builds confidence in leaders.
  • more interested in strategies that can be used on daily basis working with teachers... and teaching strategies that can help teachers to transition to CCSSM and reinforce teaching practices during math instruction


Quality of Meeting Experience and Improvables


Question 13. I appreciated the time we spent at this convening, because I…


The majority of the responses fell into the following categories:

-           clarifying and setting priorities for leadership

-           good information and learning time

-           district team collaboration and learning

-           felt empowered by information and format

-           opportunity to learn and network across districts


  • It gave me time to collaborate with our entire district leadership team.
  • It was very stimulating and invigorating.
  • We were able to think about Dr. kanold's work and how it applies to our district, and how we can improve the practices in our district.
  • The information given was concise, pragmatic, and capble of implementation at a school site.
  • spent time with principals
  • "Learned sooo much. I never felt put on the spot and actually opened up my mind to mathematics. (It's a long story) First time I considered Mathematics as fun! and super excited about the possibilities for our students!!!
  • Thank you Dr. Kanold was amazing in the depth of knowledge and a great balance of information, fun and stories that were relatable."
  • it challenged our thinking and gave us ideas of how to move our PLCs forward
  • was able to work with a larger team from my district so that we have a common experience to dialogue and work from.
  • have been able to clarity my priorities for work in 2014-15.
  • Ideas presented are actionable
  • have so many tools and strategies to tak back t my district to start the conversations we need to have with staff, teachers and leader
  • was able to get clarification for different areas and discussion on our implementation.
  • Built more intradistrict relationships and met great people from other districts.
  • Had an opportunity to meet and discuss as a district team
  • "I gained a deeper understanding of the HLTA and some processes/tools to use with our teacher teams.
  • It helped get our district team moving in the same direction."
  • Gained knowledge in the area if formative assessments
  • Outside insight on homework which supported by long-standing beliefs
  • Needed a pep talk regarding PLCs.
  • I learned some practical leadership skills and tools. I will be more ready to charge productive conversations with teachers regarding CCSS strategies.
  • was able to come away with some ideas and tools to take back to our site and use with the staff.  In addition, some of the items discussed at the institute helped reaffirm some of the things that we are already doing, and it provided me with insights on how to make it better.
  • created sharing networks.
  • Very knowledgable in setting vision. Great understanding of how to apply assessments.
  • feel more empowered to an instructional leader at my site.
  • was able to come away with some ideas and tools to take back to our site and use with the staff.  In addition, some of the items discussed at the institute helped reaffirm some of the things that we are already doing, and it provided me with insights on how to make it better.
  • Think we need to spend more purposed time as administrators planning and discussing effective instructional practices in order to better support student achievement.
  • can apply what I've learned directly to my work starting immediately.
  • I had some feelings about the direction that my PL teams were taking, and the time spent here helped to verify my feelings and better equip me to address many of the challenges ahead.
  • feel I a building my capacity to work with teacher on CCSS in Mathematics.
  • was able to spend time with my time and share best practices.
  • was able to see another perspective about how we use formative assessment, homework, and collaborative learning.  I also learned a lot about monitoring teachers and providing effective feedback in a timely manner.
  • I was able to collaborate with some great and knowledgeable administrators. The information given was new and innovative.
  • learned new materials, ideas that will assist in guiding the math teams.
  • was abel to take away many leadership ideas to continue to push my science team towards NGSS implementation
  • Was able to think about new ideas to implement before the school year started.
  • was able to collaborate with colleagues both at my school site as well as across districts.
  • am confident I can lead my staff forward.
  • liked the format.  There was a balance of direct presentation, team building time, and cross-district time.
  • Gained knowledge to create a vision for mathematics and was able to narrow down a few priority areas to begin with.
  • got to network with other district personnel and share ideas
  • Heard a lot of great idea about having a common mission and using that as a driver of change.
  • some good resources I can use next year
  • My learning was anchored.
  • The time was used wisely because it emphasized the importance of a vision for mathematics.  This is something as a district we need to work on and clarify.
  • felt that the institute was geared for those leading the learning. Also, we had time to process as well as learn a schema for thinking about how to facilitate learning at our school sites.
  • It gave me an opportunity to reflect on what we do at our building, and the many areas in which we have not had conversations about common visions or expectations, as well as resources to support my leading these conversations.
  • the suggestions are very practical for site administrators to begin working with
  • I have been casting about for a way to reboot our site vision. I have some great ideas from day one.
  • Learning processes helps me move my site forward
  • the suggestions are very practical for site administrators to begin working with
  • ..was challenged and it made me think and begin to plan for next year.
  • Deepened my understanding of the importance of vision and using vision to ground non-negotiables as well as PLCs and stages.  I also learned the 10 HLTA for mathematics, the affirming research behind the HLTAs addressed, and integrated this into my previous learning from Hattie, Wylam,, DuFour...These two days brought together much of what I have been studying working to bring to my team.
  • I could hear what is going on at other sites and then have a conversation on what we see at out sites if that is best practice.
  • was able to meet and collaborate with individuals from other districts, gain insights to cc math.
  • felt valued and validated.  THANK YOU!
  • learned new ideas that are applicable to what I am doing.  It is a radical shift and as a district we need to be on the same page.
  • it was in the summer and helped me to plan when I could focus.
  • was provided a focus to present to my staff.
  • It helped clarify how important vision is impacting feedback and actions that impact student learning.
  • had time to think about what is most important in the work that we do. A vision should lead everything you do.  Stay in the circle!
  • Increased my knowledge of mathematical practices.
  • A lot of relevant learning, collaboration, and networking.
  • I appreciated the balance of "meet and greet," table talk, team time, and presenter time - effective learning environment
  • I attended Dr. Kanold's Saturday Seminar in EGUSD earlier this spring.  It was good to hear some of the key elements when I am in the mode of planning and setting goals for the new school year.
  • needed this knowledge and tools to move my team forward as we transition with CCSS.
  • Learned so much in just two days that can be implemented in the fall.
  • Had valuable ti e to reflect and process with colleagues
  • It will increase student learning
  • I value the expertise that Dr Kanold was able to provide us.
  • will use information to help me focus my leadership message and site learning plan.
  • Got to collaborate with principals from my district who have a common vision for the implementation of common core math.
  • Was inspired to move forward and stretched to take reasonable next steps.  As a leader, Dr. Kanold is absolutely precise!
  • was able to learn more about what my expectations are with the CCSS as a site leader.
  • was able to work collaboratively with administrators within my own district.
  • Collaborated with other professionals, received immediate feedback on district specific needs, and managed institute time to hear important topics on implementation of CC math.
  • "This was very much appreciated.  EVERYTHING was relevant.
  • I did not want to miss a moment because there was so much information.  This summer institute helped me to think and clarify
  • my own vision."
  • was able to get some concrete skills to improve/transform math instruction at my site.
  • was provided valuable information and suggestions of ways to move my school forward with an effective student-driven purpose.
  • Now have a better understanding of the types of conversations to have with members of my math department.
  • received additional information to add to my knowledge base.
  • felt inspired and respected.
  • gained a tremendous about of knowledge and another perspective of PLC and Mathematics.
  • I have ideas to take to my staff.
  • our district team was able to reflect upon and build our vision for mathematics in our district.
  • Listened and learned!!
  • had the opportunity to hear from principals and others in a more open, honest environment that my usual contacts.
  • gained knowledge about formative assessment processes, strategies/protocols for working with teachers and sites, and clear purposes/expectations for homework.
  • The opportunity to consider the questions posed, the tools and protocols provided, and having the opportunity to discuss and build a shared understanding with the principals in the district.
  • was able to solidify common core math practices that can be used on campus next year.
  • I have the new tools to become a better leader.



Question 14. At the next convening, we should make sure to…


The majority of the responses fell into the following categories:

-           Review and build on the work, and continue with the format and learning

-           Check in on work and strategies from the previous year

-           Have more district team and cross district collaborative time

-           Bring more people (principals, teacher leaders, and teachers)

-           Specific topics and focuses for deepening and learning


  • Share with other districts our successes and challenges
  • Discuss intervention
  • Build upon and follow up on the work we started this summer.
  • Provide time for the district to discuss.
  • Spend more time together with district leaders, processing tough questions
  • "Continue guiding in the same way.Continue to reinforce and check in on the work. Feedback.
  • Thank you for taking such good care of us. Wonderful folks to work with and know."
  • have every principal here.  It should be must for all principals.  All our principals are so excited to take this  new learning into action.
  • Continue this process of learning realistic and practical information.  Several principals from my district said this was the best conference they have ever been to in regards to developing their leadership skills.
  • be more intentional about cross-district grouping.  (We needed to talk about these issues within our district!)
  • " Allow for teamwork time
  • Provide opportunity for districts to share success stories from the implementation of May Institute learnings"
  • Cover classroom vistis and stress the importance and have some strategies our principals may use to give them this time.
  • Continue to have team time for discussion
  • Continue the work started here
  • "Include group planning time earlier in the day, possibly at the end of each session
  • Possibly focus on fewer things"
  • I'm not sure yet.  I need to reflect a little and also take some next steps based on what we learned thus far.  Then I think I will be ready to offer more input.
  • Encourporate more information about how to move those old school teachers along
  • Walk away with an exact plan on how to take back to implement.  We received so much outstanding material, it's difficult to process how to implement all of it.  It is spot on for what's needed at many of our school sites.
  • Discuss equitable grading practices.
  • Continues to imbed crucial leadership strategies for all individuals attending the institute.
  • have some of the handouts and protocols readily available to go back and use.  There were some in the handouts provided, but they were on color paper, so to make copies of it the handouts won't turn out that great.
  • Sit with others at various sites and districts.
  • Homework
  • discuss how to best integrate technology into math instruction.
  • have some of the handouts and protocols readily available to go back and use.  There were some in the handouts provided, but they were on color paper, so to make copies of it the handouts won't turn out that great.
  • Review CFU and adjustment of instruction.  I would also like to spend more time discussing the SMPs and how to help teachers and students with the effectiveness of these as they infiltrate lessons.
  • Mathematics instruction
  • Include teacher leaders.
  • Discuss our progress on meeting our math goals from 2014-2015.
  • provided wider tables to have more room to work.
  • go in more depth with how to use formative assessments during the lessons in our classrooms.
  • Continue to give us more valuable information. This institute was extremely informative. Thank you.
  • "continue the discussion on assessments and grading. 
  • And include candies at the table."
  • continue having the discussion and work of collaboration between other team members.
  • Discuss assessment.
  • have a little more time to work together and have intentional conversations within our school site on agenda topics.
  • discuss assessment.
  • provide more time to district teams.
  • Go over specific types of assessing questions and advancing questions.
  • continue a strong collaboration with other districts
  • Have more time to collaborate with schools of similar demographics.
  • spent less time on PowerPoint presentations and work more in groups and have more time to analyze our needs for next step... possibly make a draft of action plan for next year based on data from surveys etc.
  • Do more of the same thing.
  • Have more opportunities to meet with district level teams and debrief thoughts and processes.
  • follow up with how we have used what we learned this year.
  • Bring more teachers.
  • more team time
  • I honestly cannot think of an improvement!
  • have bottled water.
  • more team time
  • Include a section on intervention
  • Present just as you did today; this was engaging and effective.
  • More specific examples of what is being used presently at school sites.
  • Discuss types of advanced questions.
  • I wouldn't change the format of the institute.  This was the best training I've attended all year!
  • bring teachers and let them hear from the authority.
  • be aware of timing
  • I felt that this was an opportunity for everyone to move forward with the implementation of a strong focus and vision on how we will address math.  At this time I cannot think of anything to change.  The institute was very beneficial and very supportive going into the next school year.
  • Start off with the effectiveness FAP...Interesting topic and was looking forward to it.
  • Share leadership actions that helped our team move toward the circle.
  • Have longer time with members in group to complete the tasks
  • Hear more from Dr. Kanold.  Network with people we met at this conference.
  • Talk more about how to give teachers effective feedback- language to use and processes that help make it easier to manage the time needed to give that feedback in a more timely manner
  • Continue large group and small group interaction activities.  Being provided meals and snacks was simple but validating.  It helped me stay in the moment and the zone.
  • Continue the work.
  • Include members of our site leadership teams. It would also be valuable to have upper level management participation especially in the the visionary activities and discussions.
  • Check our progress
  • Have time to meet with our district to plan our future activities.
  • focus more on SMP and use in the classroom.
  • Increase the time in collaboration with administrators from other school districts to dialogue and share best practices.
  • End on a big picture and inspirational leadership type note.  I found our ending team collaboration to be too specific and curriculum centered instead of leadership centered.
  • Continue to provide principals with the nuts and bolts of helping teachers implement the CCSS and to take a leadership role in doing so.
  • provide more time to the development of action plans, etc., with our district support personnel.
  • Create a sample assessment using CC standards in table teams.
  • Everything was great
  • emphasize the need for classroom teachers to attend.
  • provide time to reconnect with others from different districts
  • Continue conversations about common assessments, coming rubrics and scoring, and i9ncreasing student engagement.
  • review the main points of this institute.
  • examine the strengths and weaknesses of individual district systems in order to create systematic change.
  • look at what we have done and how to move forward in our journey of working as a PLC.
  • I would like a questiona and answer time.
  • Find how to implement high leverage strategies that yield higher student learning results.
  • Have some "job alikes" across the different grants.
  • Be sure that the district level opportunities have specific outcomes/expectations.
  • continue the conversation about cognitively demanding tasks and examples of FAST feedback (perhaps practice in giving it to model with teachers).
  • get a sense of where all of the participating districts have decided to spend their time.
  • cover the process of end of unit assessments. possibly have an ELA session as well.
  • Explicitly teach leaders how to help dysfunctional teams to become effective.