About the Pathway
Education leaders are trying to increase student achievement across grades and subjects — all while managing a long list of demands on their time and attention. The Leadership pathway gives leaders the knowledge and skills to confidently support instruction throughout their buildings. Participants learn high-leverage skills for improving instruction, reflect on the mindsets necessary to cultivate student-centered learning environments, and consider the changes required to sustain GLEAM® instruction in their schools and districts.
Create classrooms of capable, confident math students.
What to Expect
By the end of four days, participants will be able to:
- Foster a positive math identity in both teachers and students.
- Maximize instructional time by focusing on the math concepts that matter most.
- Provide accessible and balanced math instruction.
- Help students use math to make change in their communities.
- Address unfinished instruction from previous grades.
Who is the Math pathway for?
K-12 math teachers, instructional coaches, school administrators, and district leaders responsible for supporting math instruction
What Participants Learn
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Day 1
- Analyze data on the predictability of student outcomes.
- Learn how to use GLEAM math instruction to address the predictability of student outcomes.
- Experience math as a student through math language routines and a model lesson.
- Reflect on their own math identity and how it impacts their classroom instruction.
- Plan strategies to promote a positive math identity in themselves and their students.
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Day 2
- Determine whether a math lesson is part of the major work of the grade through an analysis of math standards.
- Practice reinforcing the major work of the grade through supporting work.
- Plan strategies to help students connect their daily learning to other topics in the grade.
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Day 3
- Learn strategies to promote productive student mindset development in math class.
- Plan strategies to help students connect their daily learning to other topics from earlier grades.
- Attend to the language of math standards by selecting instructional strategies that promote balanced math instruction.
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Day 4
- Adapt a task to align with the “meaningful” element of GLEAM instruction.
- Plan for and practice Math Language Routines (MLRs) to support GLEAM math instruction.
- Plan an approach to accelerate learning for students who have experienced unfinished instruction.
The facilitators were-well prepared and pushed us as a group to dig deeper with our responses and questions. I felt comfortable taking risks with my responses because of the safe space.
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