Dates:

Start Up Session:  September 30
Seminar Series:
November 17th
December 7th
January 19
March 17th
May12th
June9th
Observation and Support
February
April
Location for the Seminar Series will be held at theLAPDA Meeting Space, Montpelier
Cost: $2975 per person and the course fee Includes 3 graduate credits from St. Mike’s College
Registration: www.lapdavt.or Call (802) 224-9110
for more information

Download the PDF here

Dowload the Program Description & Application here

Course Description:

The LAPDA Mathematics Leadership Support System (MLSS) is designed to meet the ongoing needs of Vermont’s mathematics teacher leader core.  It will provide a forum for mathematics teacher leaders across the region/state to share what they have learned and work through problems and issues that arise in their positions. At the same time the MLSS is designed to strengthen their own skills and knowledge.

LAPDA MLSS Goals:

To help mathematics teacher leaders maximize their potential for supporting  instructional improvement by helping to strengthen mathematics content and pedagogical content knowledge while building core leadership skills.
 Seminar sessions will include topics, such as:

1) Knowledge of research on how students learn specific     mathematics concepts and skills
2) Questioning/coaching techniques in mathematics
3) Best practice math instructional techniques
4) Formative assessment in math classrooms
5)Use of evidence in student work to unpack students’ understandings in and making instructional decisions
6) A lesson study model of coaching
7)Current national and statewide trends in mathematics
8)A forum to discuss and resolve issues
9) Others topics based on participant survey

About lesson study: 

The lesson study model, modified from the Japanese Lesson Study process, is designed to support instructional improvement in classrooms in your school/district. In the lesson study model teacher teams (2 or more) study and refine individual lessons. Teacher teams, facilitated and supported by a teacher leader, teach and observe the lesson to collect evidence on student learning, and use their observations to refine their lesson. Through this approach aspects of lesson development and implementation are studied with an eye on how the use of best practices, such as, questioning, classroom discussion, use of student solutions, and the use of mathematical models strengthens the lesson focus on the targeted mathematical ideas and cognitive demand.

 About the Instructors

Marge Petit is an independent educational consultant focusing on mathematics instruction and assessment. Marge’s primary work is supporting the development and implementation of the Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) formative assessment project. Marge brings to this work nearly two decades of research and development in standards-based restructuring efforts at the classroom, district, state and national levels, and 23 years of experience as a classroom teacher primarily in mathematics and science. Her experience in the implementation of a standards-based system extends from the classroom, to research and development in assessment and instruction, to state and national level policy.

 Beth Hulbert is the K-8 Mathematics Coordinator for Barre Supervisory Union. She is on the OGAP design team, and has developed and is currently implementing a Grades 1 - 5 Math Intervention model in Barre City. Beth also teaches courses in math content, pedagogy, and assessment for LAPDA and a number of other institutions. Beth received the 1992 Presidential Award for Excellence in Mathematics and was awarded a Fulbright Award in 1999. She received her M.Ed. in Mathematics Education from the University of Vermont.