Professional Development
in Mathematics Education
Bank Street is pleased to offer professional development in mathematics education.
Download a brochure or keep reading for detailed information.
Read this article about Leadership in Mathematics Education at Bank Street.
-
On-site Math Courses for Teachers, Coaches, and Administrators
-
In-School Work with Teachers, Coaches, and Administrators
This set of courses and work in schools will improve teachers' and coaches' understanding of both mathematics and pedagogy. It will provide them with an understanding of the wide range of children in classrooms and how to support their learning. It will provide administrators with a deeper understanding of mathematics and ways to support teachers as they grapple with the teaching of mathematics. There will be the opportunity for school-based personnel to learn how to replicate each course so that it can be repeated locally by school personnel. All courses and in-school work have been successfully implemented in schools in the New York metropolitan area for many years. (Arrangements can be made to take these courses for graduate credit.)
The courses:
- Math for K - 2 Teachers
- Math for 3 - 5 Teachers
- Math for Middle School Teachers and Coaches
- Math for K - 5 Coaches
- Math for Administrators
- Differentiating Instruction in Mathematics
- In-School Work with Teachers, Coaches and Administrators
- Workshops for Facilitators
Math for K - 2 Teachers
Math for K - 2 Teachers I (15 2-hour sessions, 25 teachers)
The mathematics will focus on Number and Operations: Developing an understanding of the meaning of whole numbers, concepts of addition and subtraction and computation. Teachers will explore a variety of approaches to the teaching of these concepts including the use of manipulatives, solving real world problems and working with computers and other technologies. Videotapes of exemplary teaching will be a springboard for the discussion of teaching methodology.
Math for K - 2 Teachers II (15 2-hour sessions, 25 teachers)
The mathematics will focus on Geometry and Measurement. Teachers will come to understand how children interpret the physical world through geometric ideas, the implications of their learning to compose and decompose shapes for understanding about area, fractions and proportions. They will come to understand the need for measuring with non-standard units before using rulers. Teachers will explore a variety of approaches to the teaching of these concepts including the use of manipulatives, solving real world problems and working with computers and other technologies. Videotapes of exemplary teaching will be a springboard for the discussion of teaching methodology.
Math for K - 2 Teachers III (15 2-hour sessions, 25 teachers)
The mathematics will focus on Data Collection, Representing Data and Analysis of Data. Teachers will connect the work with data to work they are doing with numbers. They will come to understand how to use data from the real world to make math meaningful to children. Teachers will explore a variety of approaches to the teaching of these concepts including the use of manipulatives, solving real world problems and working with computers and other technologies. Videotapes of exemplary teaching will be a springboard for the discussion of teaching methodology.
Math for 3 - 5 Teachers
Math for 3 - 5 Teachers I (15 2-hour sessions, 25 teachers)
The mathematics will focus on Number, Operations and Algebra. Teachers will work on developing the meanings of multiplication and division of whole numbers. They will explore the properties of multiplication and division and the concept of the inverse. Teachers will explore a variety of approaches to this material. There will be extensive use of computers and other technologies. The work will be based on problem solving and the use of mathematical tools. Videotapes of exemplary teaching will be a springboard for the discussion of teaching methodology.
Math for 3 - 5 Teachers II (15 2-hour sessions, 25 teachers)
The mathematics will focus on Concepts and Operations with Fractions. The course will deal with the meaning of fractions and equivalence, with computation, and with the relationships between fractions, decimals and percents. Since many teachers do not understand these concepts themselves, they will use materials and a problem solving approach to explore the concepts and then explore the uses of these methods in their own teaching. There will be extensive use of computers and other technologies. Videotapes of exemplary teaching will be a springboard for the discussion of teaching methodology.
Math for 3 - 5 Teachers III (15 2-hour sessions, 25 teachers)
The mathematics will focus on Geometry and Measurement. The course will deal with the attributes and properties of two and three dimensional shapes. We will deal with concepts such as congruence and symmetry and will discuss attributes of polyhedral solids such as edges, faces and vertices. We will explore ways of teaching about area, perimeter and volume. We will use a problem solving hands on approach. There will be extensive use of computers and other technologies. Video tapes of exemplary teaching will be a springboard for the discussion of teaching methodology.
Math for Middle School Teachers and Coaches
(Teachers can receive 3 Math Credits per course.)
Math for Middle School Teachers and Coaches I (15 2-hour sessions, 25 teachers)
The mathematics will focus on Algebra. The teachers will study sequences, functions and graphs. They will invent and use many methods of solving algebraic equations. The basic understandings of group and ring theory will be explored as the underlying structure for this work. There will be extensive use of computers and other technologies. The approach will involve problem solving using manipulatives and other mathematical tools. Video tapes of exemplary teaching will be a springboard for the discussion of teaching methodology.
Math for Middle School Teachers and Coaches II (15 2-hour sessions, 25 teachers)
Tthe mathematics will focus on Geometry. The teachers will study tessellations, transformations on the plane, transformations using Cartesian coordinates, scale drawings, congruence and similarity and their use in developing ideas about trigonometry. They will also explore solids and their properties including volume and surface area. A feature of this course will be Geometers' Sketchpad. Much of the learning will take place through constructions and use of mathematical tools. Video tapes of exemplary teaching will be a springboard for the discussion of teaching methodology.
Math for Middle School Teachers and Coaches III (15 2-hour sessions, 25 teachers)
Tthis course will focus on the big ideas of Probability and Statistics. We will work with ideas such as experimental and theoretical probability, independent and dependent events, determining the probability of an event, techniques of counting, sampling, the use of graphs including line graphs, bar graphs, histograms, stem and leaf plots to represent data, and measures of central tendency. A goal of the course is to better understand how one learns these topics in order to enhance our ability to teach and help others teach this material.
Math for K - 5 Coaches
Math for Coaches K - 5 I (15 2-hour sessions, 15 to 20 coaches)
The mathematics of this course will be focused on Number, Operations and Algebra. It will involve both the learning of mathematics and ways to support teachers in their teaching of mathematics. We will work on concepts such as content focused coaching and help the coaches create and run professional development sessions. A part of each session will be devoted to small group work to enhance the professional development each coach is doing with a particular teacher or group of teachers.
Math for Coaches K - 5 II (15 2-hour sessions, 15 to 20 coaches)
The mathematics of this course will focus on Concepts and Operations with fractions. It will involve both the learning of mathematics and ways to support teachers in their teaching of mathematics. We will continue the work begun in Math for Coaches I to help coaches in their support of teachers' understanding of math and pedagogy. A part of each session will be devoted to small group work to enhance the professional development each coach is doing with a particular teacher or group of teachers.
Math for Coaches K - 5 III (15 2-hour sessions, 15 to 20 coaches)
The mathematics of this course will focus on Geometry and Measurement. It will involve both the learning of mathematics and ways to support teachers in their teaching of mathematics. We will continue the work begun in Math for Coaches II to help coaches in their support of teachers' understanding of math and pedagogy. A part of each session will be devoted to small group work to enhance the professional development each coach is doing with a particular teacher or group of teachers.
Math for Administrators
Math for Administrators I (5 3-hour sessions, 25 administrators)
This course will help administrators deepen their understanding about mathematics, how one learns mathematics and the implications for teaching it. They will do this by looking at student work and videos of children learning, doing mathematics themselves, and discussing the implications for their schools. They will compare and contrast standards-based mathematics teaching and learning with a more procedural approach. They will examine their own school's culture and how this impacts on mathematics teaching and their own work as a school leader.
Math for Administrators II (5 3-hour sessions, 25 administrators)
This course is a continuation of Math for Administrators I, and will focus on professional development in the schools of the participants. Administrators will explore a variety of supports that will enable teachers to rethink their approach to teaching mathematics. They will consider how to help teachers work together as colleagues to enhance their teaching.
Math for Administrators III (5 3-hour sessions, 25 administrators)
This course is a continuation of Math for Administrators II and will focus on ways for the administrator to work with teachers to improve their teaching. The course will help the administrator understand what he/she is seeing in a classroom and will help him/her establish partnerships with teachers to help them take the next steps in their teaching. We will discuss ways to help teachers individualize their instruction to meet the needs of the wide range of students in their classrooms. Video will be used to enable administrators to consider the ways of approaching teachers around actual teaching practice.
Differentiating Instruction in Mathematics
Math for All - Teaching Math to All Students K - 2 (5 full day sessions, 25 teachers)
Math for All is a professional development program developed with funding from the National Science Foundation. The course is designed to support teachers as they improve K-5, standards-based mathematics education for all students, including students with disabilities. Participants analyze the demands of a mathematical tasks, assess individual students' strengths and needs, and adapt their own mathematics lessons to support students with diverse strengths and needs. Through this work they will improve their lesson planning and teaching practices, enhance their ability to do informal assessment, differentiate instruction and deepen their understanding of how instructional adaptations can enhance children¢â¡Ás opportunities to learn.
Math for All - Teaching Math to All Students Grades 3 - 5 (5 full day sessions, 25 teachers)
Math for All is a professional development program developed with funding from the National Science Foundation. The course is designed to support teachers as they improve K-5, standards-based mathematics education for all students, including students with disabilities. Participants analyze the demands of a mathematical tasks, assess individual students' strengths and needs, and adapt their own mathematics lessons to support students with diverse strengths and needs. Through this work they will improve their lesson planning and teaching practices, enhance their ability to do informal assessment, differentiate instruction and deepen their understanding of how instructional adaptations can enhance children's opportunity to learn.
In-School Work with Teachers, Coaches and Administrators
Monthly Meetings with Groups of 6 to 8 Teachers:
During these meetings teachers discuss pedagogy, classroom management and curriculum. The discussions are centered on problems the teachers are encountering in their work. Participants implement what they have learned and return to the group to discuss successes and problems. This would be a forum for building the habit of discourse and supporting an intellectual community.
Work with Teachers in their Classrooms:
Two or more teachers from the teacher group work with the group advisor each month. The advisor and the school's math coach meet with the teachers to help the teachers plan lessons before visiting the classrooms. Next, they watch the lessons, helping out when appropriate, and take part in a debriefing meeting.
Work with Coaches:
The advisor will meet with the coach at their school once a month. The work with the coach will take different forms depending on his/her experience. The coach may observe the process of the advisor working with one or more teachers. The advisor may observe as a coach works with one or more teachers. There will be discussions before and after each of these events. The advisor may help the coach think through his/her work with all his/her assigned teachers.
Work with Assistant Principals and Principals:
Bi-monthly half-day meetings to help administrators in their work of observing and working with teachers and coaches. The goal would be to establish the administrator as a partner with the teacher and coach. This might take a form that is very close to the pre- and post-observation conferences with teachers that the advisor is doing with coaches.
Facilitator Training
We offer opportunities for participants to learn to teach any of the courses that we offer. The work includes small group meetings to discuss and plan for courses, and participating as an assistant in the course the facilitator wishes to teach. The workshop can take many forms and may include advisement as the participant begins to teach his or her course.
Leadership in Mathematics Education Program
This program leads to a Master of Science in Education degree. It can be taken in one of two forms - one leading to professional teacher certification, the other leading to School Building Leader certification.
Students earn a master's degree in just over two years by completing course work during July sessions for three summers and graduating at the end of the third July. During the two academic years, students work in their own classrooms or at their administrative positions at their current school site with a Bank Street College faculty advisor working with them on their professional growth and development. Through collaboration with their Bank Street advisor and with other graduate students, they will develop their skills as teachers and as educational leaders, modeling creative ways to engage children fully in mathematical reasoning.
Students will develop skills to help them and fellow teachers collaborate on curriculum planning, instructional approaches, and new assessment strategies in mathematics. Students will become a resource for other staff members within their school who are interested in increasing their skills in mathematics instruction.
Students' courses will be in three areas of study:
- Mathematics curriculum development
- Staff development, the school change process, and leadership
- Integrated mathematics courses
Schools who subsidize 8 or more people in the degree program will be eligible for a reduced tuition rate.
|
