October 5

Peter Liljedahl

Building Thinking Classrooms

Steve Leinwand

A Game Plan for Invigorating High School Mathematics

Mary Kemper

Becoming Abundantly Clear on a System of Intervention

October 12

Dr. Pamela Seda      Kyndall Brown

I See You Care: A Deeper Dive into Using Equity as a Lens to Frame Your Mathematics Instruction

Tim Kanold

Attending To The Heart & Soul Of Your Leadership Life!

Mike Flynn

Engaging in the Deep Work of Mathematics: Supporting High-Cognitive Learning in the Age of Distraction

October 19

Jim Ewing

Teaching Math to ELs:

5 Tools

Juli Dixon

Continuing the Journey:  How to Move Forward When Your GPS is Telling You to Make a U-Turn

Grace Kelemanik   Amy Lucenta

Reasoning Routines: A window into the process to design your own

October 26

The NCSM Coaching Corner Team (Sarah Schuhl, Erin Lehmann, Sharon Rendon, and Tom Stricklin)  

NCSM:  Mathematics Coaching Essential Actions

Lisa Brown        Danielle Seabold

From Equity Talk to Equity Walk: Equity Mindedness is for Everyone

Shelly Jones

Activating Leadership for Access to More Equitable Mathematics Teaching and Learning Through Anti-Racist Practices and Policies

November 2

Marian Small

Changing Teaching Practice is Grounded in Self-Reflection: A Leader’s Job is to Help Teachers Know What to Reflect On

Pam Harris

Coaching Teachers Through Classroom Video Study

Gail Burrill

Rethinking what it means to know mathematics: Enabling teachers to create a “new normal”

November 9

John Sangiovanni   Jenny Bay-Williams

Bold Leadership for Figuring Out Fluency

Javier Garcia

Our People, Our Knowledge, and Our Systems

Brea Ratliff

Points of Inflection: Mathematics Leadership to Activate Change

November 16

Christina Lincoln-Moore

Talk Number 2 Me: How can Mindful Mathematics Leaders Engender Formidable Mathematical Identities?

James Tanton

How to Teach the Problem-Solving Mindset while Teaching

Cathy Seeley

If Ever There Was a Time—How Bold Will You Dare to Be in a World that Changes Every Day?

November 23

 Aly Martinez   Amber Walker 

Tina Lawson        Patrice Woods

Dismantling Tracking: Creating Equitable Math Classrooms Panel Discussion

Barbara Dougherty    Karen Karp

Build Your Team: Creating a Mathematics Whole School Agreement

Linda Fulmore

Committing to Actions that Move Equity Work Forward

November 30

Bill Barnes   John Staley

Transformation Conversations: Leading with a Lens of Equity

Brian Buckhalter  Candies Cook

Teamwork Makes the Dream Work: The Story of Two Mathematics Coaches Who Established and Sustained a Rigorous District Mathematics Program

   Maggie McGatha   Jenny Bay-Williams

Coaching to Empower Effective (and Ineffective) Ways to Support Diverse Learners

December 7

Crystal Watson

Coaching  as a Thought Partnership

Kandi Hunter   Lowanna Jones

Transfer of Learning Through Mathematics Professional Development to Support Teachers

Mona Toncheff

Bold Mathematics Leadership: What does it take?

December 14

Dr. Kristopher J. Childs

You Are the One! — Bold Leadership

Deborah Ball   Darrius Robinson

Making Mathematics Teaching Work: Raising its Power to Disrupt White Supremacy

Date

Speaker

Beyond the Conference -Live session 7:00 pm EST

10/5/21

Building Thinking Classrooms

Much of how classrooms look and much of what happens in them today is guided by institutional norms laid down at the inception of an industrial-age model of public education. These norms have enabled a culture of teaching and learning that is often devoid of student thinking. In this session I present some of the results of over 15 years of research into how teachers can transform their classrooms from a space where students mimic to where students think. The practices discussed will intertwine with, and make extensive references to, the recently published book, Building Thinking Classrooms in Mathematics (Grades K-12): 14 Teaching Practices for Enhancing Learning.

A Game Plan for Invigorating High School Mathematics

We all know that since the Common Core, the K-8 curriculum is so much stronger.  We know that colleges are adopting sensible pathways that expand opportunities.  But High School is stuck with little coherent guidance other more of the same, a non-integrated Algebra and Geometry sandwich, for too much attention to obsolete skills and far too little attention to statistics and modeling.  We’ll look at why and how to change this situation.

Becoming Abundantly Clear on a System of Intervention

During this session, I will share my story of building a K-5 Math Response to Intervention (RtI) system from the ground up. This standards-aligned, sustainable, dual language (English and Spanish) set of materials were developed over the course of 6 years and includes universal screeners, specific, measurable goals, intervention lessons, and progress monitoring tools. I will also share my story of guiding secondary mathematics educators to design and implement small group instruction based on pre-assessments aligned to pre-requisite skills of upcoming topics of study. I have become abundantly clear on this K-5 system of intervention and secondary mathematics small group model as a bold mathematics education leader within and beyond my district.

10/12/21

I See You Care: A Deeper Dive into Using Equity as a Lens to Frame Your Mathematics Instruction

Implementing instructional strategies without attending to the inequities that have resulted from decades of ignorance, discrimination and racist structures will not improve academic outcomes for marginalized students. Without an intentional focus on equity and access, even well-meaning teachers will perpetuate inequitable practices that have resulted in the current achievement gaps in mathematics. In this presentation, participants will learn to use strategies of an equity framework to make equity a reality in their mathematics classrooms.

Attending To The Heart & Soul Of Your Leadership Life! 

In these times of relentless stress, is mathematics teaching and leading your vocation or merely your career? Are your daily professional wellness routines busy or hurried, balanced or exhausting, compassionate or compassionless? Research-affirmed strategies and pedagogy for mathematics are only as good as the positive state of health and well-being of the professionals providing them. Our aspirations for a successful mathematics teaching and leading life are built on a soul story mountain of defining moments – good and bad. Creating moments of vulnerability and trust, gratitude and grace, quietude and joy on your professional timeline is the reason others will follow you.

Engaging in the Deep Work of Mathematics: Supporting High-Cognitive Learning in the Age of Distraction

Deep work is ability to focus without distraction on cognitively demanding tasks for sustained periods of time. This skill enables us to be more productive, develop greater mathematical understandings, and become more effective problem solvers. Unfortunately, today’s digital world makes it harder for all of us to think and work deeply. This session will help you learn how to support the development of deep work habits in mathematics with your students or teachers you support.

10/19/21

Teaching Math to ELs: 5 Tools

There is a belief that math is math and there is no language involved, but that is a barrier we need to remove. Let’s debunk that myth and learn how to provide access for multilingual learners. Just plugging in strategies is not enough—we also need to be asset-based. For example, using visuals is a strategy, but if students do not visualize themselves in our math curriculum, we are not being equitable. In this engaging webinar, you will learn five mindshifts that you can share with your teachers.

Continuing the Journey:  How to Move Forward When Your GPS is Telling You to Make a U-Turn

Teachers are under pressure to teach their current grade or course while simultaneously addressing unfinished learning from previous years.  How do they set their GPS for success?  Learn how to focus on the learning goal while attending to key prerequisites in real time.  This session examines planning, implementation, and assessment using tasks that meet diverse needs while providing strategies to support learners with scaffolding just in time.

Participants will:

• Discuss elements of planning.
• Explore and engage in multifaceted tasks.
• Make sense of strategies and justifications for using formative assessment in real time.

Reasoning Routines: A window into the process to design your own

Instructional routines are powerful vehicles for teachers to develop their own practice as well as students’ mathematical practices. In this session, we will share the process we use to design an instructional routine with specific math practice goals and repeatable designs for interaction that provide access and engagement for all students and equitable teaching practices in buildings and districts.

10/26/21

NCSM:  Mathematics Coaching Essential Actions

Learn how the Nine Essential Coaching Actions are embedded in the NCSM online resource page. You will have the opportunity to browse the resources, learn how to best use them to create equitable math classrooms and connect with other BOLD mathematics leaders and coaches to share successes and lessons learned from coaching.

From Equity Talk to Equity Walk: Equity Mindedness is for Everyone

Committed to equitable outcomes yet your equity gaps are not closing for students, especially those most marginalized by systemic inequities? Do you need fresh ideas and research-based strategies that support you and your colleagues in making changes in your professional approach that lead to removing barriers to student success? Explore a framework for taking equity-minded action and renewed commitment. Join us to actively collaborate with peers, deepen professional knowledge base, and walk our equity walk!

Activating Leadership for Access to More Equitable Mathematics Teaching and Learning Through Anti-Racist Practices and Policies

Bold leadership in mathematics education requires taking a stand against racist educational policies that have continued to segregate students into the haves and the have nots in terms of mathematics excellence. How do we turn that around? In this session, the presenter will focus on the Essential Actions needed to detrack mathematics and the core propositions of implementing a culturally relevant mathematics curriculum as first steps in this journey.

11/2/21

Changing Teaching Practice is Grounded in Self-Reflection: A Leader’s Job is to Help Teachers Know What to Reflect On

Over many years I have learned a few things about supporting teachers to change their instructional strategies.  First: Don’t preach! Offer thoughtful suggestions with rationale ,and provide support. Second: Encourage a focus on the “big stuff”, including attention to the teacher’s beliefs about the intent of math instruction, not just details and not just structures. Third: Little steps don’t work! Teachers need to commit and stay with it for a while.

Coaching Teachers Through Classroom Video Study

How can we help surface underlying beliefs about teaching and learning, equity, and the nature of mathematics to help teachers make decisions based on what they actually believe instead of reverting to teaching by habit from their school experience? We’ve designed a purposeful cycle of teacher tasks from coaching to classroom and back to coaching to provide for continuing, sustained, collaborative team and teacher support.

Rethinking what it means to know mathematics: Enabling teachers to create a “new normal”

Do the tasks/assessments given by your teachers “measure up”? Can the students find all of the answers they need for their assignments/tests using a computer search? Heads up- software is available to answer almost all of these questions along with the steps and reasons. The pandemic provides an opportunity to create a “new normal” by rethinking the nature of tasks  and assessments we give students to measure the mathematics it is important to really understand.

11/9/21

Bold Leadership for Figuring Out Fluency

Procedural fluency is complex. Teaching it well is challenging. Teaching it equitably is non-negotiable. This session establishes actions for boldly leading an equitable, accessible, and effective fluency program. It examines fluency – beyond basic facts – as an intentional act with common understanding, instruction, practice, assessment, and community engagement.

Our People, Our Knowledge, and Our Systems

The pandemic has raised questions about our educational systems that some have been pointing to some time. Will the post-pandemic return to school be a “return to normal” or will we see these questions through and establish better solutions than those that existed before the pandemic? When our positions within the system color our perspectives, what can we do to improve communication and understanding between various organization layers and ensure efforts are aligned? How do we work in a way that upholds the humanity of each person of the community? We’ll share promising practices from experience, recent literature and research, as well as highlight principles and potential pitfalls. We’ll discuss navigating the many complex layers and power dynamics of our systems and consider how we might reshape things to do right by our students and our communities.

Points of Inflection: Mathematics Leadership to Activate Change 

Mathematics leaders are responsible for making critical decisions to promote student success and affect change at many levels. This session will equip you with tools to transform mathematics instruction at the classroom, building and district-levels. Learn how to develop effective mathematics leadership teams, facilitate courageous conversations and champion positive mathematics identities for all stakeholders.

11/16/21

Talk Number 2 Me: How can Mindful Mathematics Leaders Engender Formidable Mathematical Identities?

EMPOWER! BOLD Mathematical Leaders begin with Leadership of Self. Commit to self-development. Be a school leader who provides authentic professional development for yourself-first and their staff-second. Let’s explore four key areas of mathematics leadership: 1) What’s your personal Mathematics Identity? 2) Employ Contemplative Reflection as a Mindful Leader, 3) Be Brave, Bold to be vulnerable, challenge your own assumptions, and 4) Developing a keen Lens to guide teacher planning, professional development, and evaluation.

How to Teach the Problem-Solving Mindset while Teaching

 How do we model and practice uncluttered thinking and joyous doing in the classroom? How do we foster deep understanding while encouraging the art of successful flailing? Our complex society demands of its next generation not only mastery of quantitative skills, but also the confidence to ask new questions, explore, wonder, flail, persevere, innovate, and succeed. Let’s not only send humans to Mars, let’s give our next generation the confidence to solve problems and get those humans back if something goes wrong! Let me play with some standard curriculum math and explore how to use it as a vehicle for teaching confident thinking.

If Ever There Was a Time—How Bold Will You Dare to Be in a World that Changes Every Day?

Being a bold leader during ‘normal’ times is challenging enough. After a weird 2020-2021 school year, this year continues to offer plenty of opportunities disguised as even more challenges. When what we’ve always done can’t be done, how about trying something truly bold? What bold actions can you take that might help your teachers and students have their best school year yet?

11/23/21

NCSM 

Dismantling Detracking: Creating Equitable Math Classrooms Panel Discussion

Creating equitable math classrooms starts with both beliefs and structures.  Join us as we engage in a panel discussion on the effects of tracking, ways bold math leaders have worked with their communities, and the work they are doing in their districts to move away from tracking as an inequitable practice.  Along with this we will tie the discussion back to the NCSM position paper on tracking so you can go back with resources and ideas on how to best start the discussion at your school or district.

Build Your Team: Creating a Mathematics Whole School Agreement

Is your school using consistent mathematical language across the grades? How are representations growing in sophistication and utility from one grade to the next?  The Mathematics Whole School Agreement process aligns mathematical language, notation, representations, rules and generalizations across and within grades in a cohesive approach to teaching mathematics!

Committing to Actions that Move Equity Work Forward

Taking bold leadership for equity is a continuous process of examining current strategies while searching for what’s working in other places. This session will highlight initiatives that have promise to move equity work forward. We will look at one school’s antiracism initiative, study equitable math instruction efforts, and examine components of equity-focused lesson study. A goal is to inspire new actions that can complement work already in progress.

11/30/21

Transformation Conversations: Leading with a Lens of Equity

Effective leaders of mathematics are committed to educational justice for ALL students.  Leading with a lens of equity requires that the mathematics education community engage in the sensitive, transformational conversations designed to reveal the root causes of inequity.  Do all teachers truly believe that every student can learn mathematics?  How does implicit bias contribute to opportunity gaps for some student groups?  How do microaggressions limit the potential across race and gender?  These are some of the discussions that demand the careful attention of all educational leaders, especially those charged with the responsibility of helping all children graduate with their dreams intact.  In this session, leaders will learn how to utilize NCSM’s new Transformational Conversations resources to engage stakeholders in meaningful discussions about inequity in mathematics. 

Teamwork Makes the Dream Work: The Story of Two Mathematics Coaches Who Established and Sustained a Rigorous District Mathematics Program

In 2013, the Oxford School District hired its first math coach, and in 2019 hired its second. Establishing a comprehensive and coherent mathematics program across 3 schools and two coaches required a collaboration of resources guided by prominent literature in mathematics coaching. Hear how these coaches built a system of support for teachers, students, and administrators across schools, eventually seeing the district’s 3 elementary schools rank among the top three for student growth across Mississippi.

Coaching to Empower Effective (and Ineffective) Ways to Support Diverse Learners

Effective equitable mathematics teaching includes supporting and challenging students. Yet, many strategies for supporting emergent multilingual students and students with special needs fall short of this goal (e.g., pre-teach vocabulary).  We will explore research-based effective (and ineffective) mathematics teaching strategies for these learners, then investigate professional learning activities and coaching tools that help teachers become more effective in empowering their diverse students.

12/7/21

Coaching  as a Thought Partnership

Having an instructional coach willing to truly be a thought partner in the work can make a difference in helping to create buy-in, build knowledge and capacity, and ultimately create lasting changes with sustainable outcomes. In this session we will explore ways to reimagine the coaching role. We will work together to realize the ways we can emphasize teacher voice and input all while meeting district objectives.

Transfer of Learning Through Mathematics Professional Development to Support Teachers

Transfer of learning through PD to mathematics instruction is essential for teacher instructional practices to change student-learning outcomes. When teachers receive both the right type and amount of support, it is assumed that the educational excellence of students will follow (Jacob & McGovern, 2015). This presentation will examine strategies for leaders to support teachers of mathematics to increase the quality of the learning experience for students.

Bold Mathematics Leadership: What does it take?

Every mathematics leader is charged with forging a path which leads to improved student learning through meaningful commitments to those they serve. The NCSM vision statement is crystal clear.  Mathematics leaders aim to “guarantee that all students engage in equitable, high-quality mathematical experiences” to “improve the world” in which they live. Courageous mathematics leaders work within school systems to champion the changes and shifts needed to continuously improve learning. They intentionally focus on equity and access when driving systemic change.  

 How can you ensure the learning of the adults and the students you serve go hand in hand?  Through examples, Mona will explore the Empower guiding principle of the NCSM Essential Actions Series: Framework for Mathematics Leadership.  Walk away with bold leadership strategies to empower a culture of productive professionalism and continuous improvement.

12/14/21

You Are the One! — Bold Leadership

It is time for bold leadership in mathematics education as education is facing unprecedented challenges. As a leader you are in a position to facilitate positive, impactful, and lasting change. In this session we will discuss what it means to care about all students, the difference between being a messenger and leader, and determining one’s legacy as a leader.

Making Mathematics Teaching Work: Raising its Power to Disrupt White Supremacy

The past 18 months have put in sharp and painful relief the deep inequities embedded in the basic structures of our society as Black, Latinx, and Indigenous communities have disproportionately suffered from the dual pandemics of Covid-19 and state-sanctioned violence. In particular, the impact of Covid-19 on teaching and learning has highlighted the pervasiveness of inequitable access to key educational resources and brought renewed attention to the disparities that such inequity perpetuates. Teaching at all levels has enormous potential to disrupt these inequities yet it often reifies and reproduces them. This talk will investigate how inequity is reified in and through mathematics teaching. In particular we focus on how narrow constructions of mathematics knowledge and common instructional interactions lead to inequitable practices that inhibit the mathematical development of marginalized students. We will explore how teachers and leaders of mathematics can exercise their agency in discretionary spaces to equitably distribute opportunities to positively relate to, and meaningfully engage with,  mathematics and will consider what it will take to make such instruction a reality inside of classrooms.