IN THIS ISSUE
APR - JUN 2009
OTHER NEWS
To order a hardcopy version of our newsletter, please an email to info (at) springboardschools.org.
April - June 2009
From the Desk of Merrill Vargo,
Founder and Executive Director
Dear Friends,
It is no secret that math achievement in the United States now lags behind many other countries worldwide, or that more and more students arrive at college in need of remedial work in the subject. In response to this problem, California has launched a large-scale experiment by mandating that all eighth grade students be tested in algebra. While this does not require schools to teach algebra to all, it does create a powerful new incentive to do so.
Is this bold move the right move? We don’t know – it’s never been done before. But the reasons to take up the challenge are real and they are compelling: right now, there are large racial and class-based achievement gaps in mathematics – and the result is that too many children do not have access to a subject and courses that are essential for many twenty-first century jobs.
So, what can we do? As is often the case, the solution isn’t as simple as it might seem. It is tempting to think prescribing “professional development” for teachers is the only cure for the problem. Investing in teachers’ knowledge and skills to teach algebra is just one step in the process. In addition to our other professional development offerings, Springboard recently launched a major effort to develop a teacher training in math, beginning with elementary teachers and, we hope, moving soon into the middle grades. The response from teachers has been gratifying:
“Our instructor was outstanding– very thorough and knowledgeable.”
“Very motivational! Every minute was packed with valuable information that I can apply to my classroom.”
“The most practical experience was aligning the curriculum and standards to fit individual classes and leveled learning groups.”
But in order for such efforts to make a positive impact, we need to think outside the classroom. A recent Springboard study of middle grades schools* emphasized that improving middle school math is both a teaching issue and what we call a “systems issue” – one requiring action by administrators as well as teachers. Too often, students are not placed in the right classes, scheduling conflicts limit options, and curriculum is not aligned between elementary and middle schools.
“Middle school is unique…Kids behind academically become more apparently so in the single subject environment…There, those kids become more glaringly obvious than in a single teacher classroom.” – Principal Dr. Nancy Padilla, Alvarado Intermediate.
The good news is that we know what it takes to do this. Springboard has worked with schools and districts all over the state on systems alignment issues like these and more. Also there is hope that the new administration is moving in a direction that supports such efforts. The “one-time” federal stimulus dollars offers an opportunity for investing in ways that can make improvements in math happen and support system-wide change that could positively affect our schools and districts. Now what it takes is doing it.
So let’s get started!
Sincerely,
Merrill Vargo
Founder and Executive Director
* Balancing Act: Best Practices in Middle Grades © Springboard Schools 2007
Math Lessons for a New Era
The California Department of Education adopted new math materials for the entire state, which presented both an exciting and overwhelming challenge for school districts across California. Administrators needed to quickly introduce a new math curriculum into their classrooms that included brand new textbooks and higher standards.
Last year, Springboard Schools became a state-approved math provider for teachers and developed a program called the Springboard Schools Training Institute. According to one of the developers of the Institute, Sandra Carsten, “The intent here was to support districts in helping teachers be able to reach all kids by better understanding the materials they had gotten and knowing at a much higher level on how to use them.” The Institute uses Springboard Schools’ research-based strategies and systems approach for improving schools to deliver trainings that positively impact classroom practices and student learning. Already, the Institute is training teachers in school districts in northern and southern California and the Central Valley and continues to offer other intensive programs throughout the state.
“Usually when we would receive a new series, I would have taught from the student pages…just looking at the teacher’s edition and teaching the lesson as I had in the past,” says Dana Mazzocco, a first-grade teacher from Castaic Union School District. Mary Noga, an Institute trainer and coach, says for busy teachers “the time is not afforded to them to see ‘How can I use this to meet the needs of my students?’ The Institute allows them some quality time to really get to know the materials that are there.”
But, being familiar with a textbook is only one step in the process. “Since we are about all students achieving and closing the achievement gap,” says Carsten, “the better prepared and the better informed our teaching force is, the more able we will be to achieve that.” Student needs play a key role the trainings, and the most popular parts of the Institute involve practical instruction and student engagement. Melanie Sowa, another Institute trainer and coach, reminds teachers to make math meaningful for the students, depending on their needs. “If they are English Learners, look at the vocabulary you’re going to use and see if they need more exposure to it before you start teaching the lesson.”
For Caroline Ehn, a 4th grade teacher at Sierra Vista Elementary in the Central Valley, it was exciting seeing examples of how to use the materials. “We had actual hands-on applications of the work. Mary Noga was great in bringing in manipulatives like charts and posters and showing us how to implement the ideas in the classroom.” “Manipulatives” is a technical term for the simple tools that help turn abstract math theories into concrete ideas for students. Like using dice to explain how probability works or pennies to understand how decimal points are used. For many of the teachers, it was working with these tools or practicing teaching techniques that brought the trainings back to where it will be most important: in the classroom. “Teaching model lessons to my colleagues has given me the opportunity to really thoroughly prepare lessons,” says Krysti Wilson, a kindergarten teacher in Castaic Union. According to Carsten, that is the goal: “You train people over time, you allow them to go do their work, and there’s an expectation that what they learned to do they will incorporate into their work.”
Donor Spotlight:
The
San Francisco Foundation
It is with great appreciation that Springboard Schools recognizes The San Francisco Foundation for its generous support of our new Leadership for Equity Program in California public schools. For more than 60 years, The San Francisco Foundation has been an incubator for community investment, original ideas, and passionate leadership. The Foundation’s backing of Springboard continues its history of supporting innovative ideas with a focus on building strong communities.
Diversity is a core value of The San Francisco Foundation. The Foundation actively seeks to end discrimination, address the enduring negative effects of differential treatment, and promote access, inclusion, and equity. The Foundation is currently supporting Springboard’s initial pilot of our new Leadership for Equity Program for education leaders in the Bay Area. The Equity Program gives emerging teacher leaders and administrators from under-represented groups the opportunity to build their leadership capacity through research-based professional development and essential tools.
Equity in our schools is necessary if every child is to succeed, and the ranks of educators and administrative staff that support our students should reflect the rich and diverse populations they serve. Leaders can come from anywhere, and Springboard seeks to cultivate the talent who will play key roles in the future of our schools and districts. Springboard knows there is a need and demand for more leadership training among educators and administrators, and we continue to offer high quality professional development and incorporate the latest research into our training materials.
Springboard Schools thanks The San Francisco Foundation for its support and its commitment to seeing that every child succeeds in school.
Peer Training: Teacher Presenters
Sometimes difficulties arise when you have to train teachers on how to teach. “Some teachers feel they do not belong in the training,” says Fran Cohee-Chandler, a Springboard coach who works with the Springboard Schools Training Institute. “They cannot see that we have anything to teach them.” But when the people training them are fellow teachers, more often than not they discover the Institute is more than just a rehashing of old information or reviewing a textbook.
Teacher presenters are an integral part of the Institute training. Usually just teachers themselves who were chosen or volunteered to receive specialized and intensive training in the math program, teacher presenters serve as a bridge between the needs in the classroom and the expectations from the district office. For them, the Institute offers not only an opportunity to better understand the materials, but also provides them with valuable professional development opportunities by turning them into effective education leaders. Maile Ball, a teacher from Castaic Elementary, worked with Cohee-Chandler while becoming a presenter. “She challenged and supported my professional growth and helped me develop and enhance my presentation skills. It is only because of her constant support and guidance along the way that I felt confident about our presentations and training.”
The training teacher presenters receive make them valuable on-site resources for their peers. They take the lead in ensuring what is learned at the Institute is implemented in the classroom as well as working directly with the district offices to make sure that teachers receive the support they need. “My first goal was just implementing [the training],” says Justin Riggs, a teacher presenter at Manzanita School in Covina-Valley Unified. “Now that I see that what we are doing is working, my goal now is to influence more of my colleagues.”
The Springboard Schools Partnerships
For many years, Springboard Schools has been privileged to work in partnership with CSU campuses around the state to improve California public schools and raise achievement for all students. We have been partners with the Central Valley Educational Leadership Institute (CVELI) at CSU Fresno since 2004, and last year, we began a partnership with Cal Poly Pomona. With CVELI, Springboard Schools provides ongoing, on-the-ground support in the form of professional development and coaching to school and district leaders in the Central Valley. In southern California our work with Cal Poly Pomona centers on leadership development in districts and systems work such as building professional learning communities. These partnerships play a key role in Springboard Schools’ success at delivering high-quality, research-based professional development to schools and districts and providing support for every level of the system. We look forward to continuing our partnership with CVELI and Cal Poly Pomona and the positive impact our work will have on the achievement of California’s students.
Professional Development Packages for Classroom Teachers
Springboard Schools is expanding its professional development offerings to educators with Balanced Math, a specialized math training program. Balanced Math is designed to raise math achievement while addressing the varied learning needs of all students, from English Learners to special education. Districts can choose 2- up to 4-day programs, customized to fit their time schedules and particular focus. A full 5-day option from the Springboard Schools Training Institute is also available.
All Balanced Math packages are based on Springboard Schools’ state-approved and highly acclaimed math Training Institute. We have trained teachers in districts all across California.
For more info and price options, please contact Tim Browne
(415) 348-5500
tbrowne@springboardschools.org
If you wish to unsubscribe from the newsletter, please send an email with the subject "UNSUBSCRIBE" to unsubscribe@springboardschools.org.
Contact Us | Site Map | Privacy Statement
Copyright © 2006 Springboard Schools. All Rights Reserved.