Michigan Mathematics and Science

Teacher Leadership Collaborative

•  Welcome and Introductions
•  Background on the MMSTLC
•  Stories of Teacher Leaders
•  Discussion, focusing on teacher leaders
and partnerships
•  A Statewide Math/Science Partnership G
•  Wanted to develop capacity of instruction
leadership in mathematics and science
•  Based upon a number of model program
• Teacher Specialist (implementation of leadership
development “apprenticeship”
• Building Science Leaders (content focus and leader
development skills)
• LeTUS and IQWST curriculum programs (content f
science specific curriculum and professional develo
•  Leadership doesn’t just address building
instructional leaders
•  All of these stakeholders need to address
different issues to make the program wor
• Teacher Leaders
• Mathematics and Science Center staff
• STEM (Science, Technology, Engineering, and
Mathematics) Faculty from higher education institu
• Building / District Administration
•  Teacher Specialist Leaders provide
professional development in local schools
•  All local sites are engaged in focused wo
identified needs, and utilize STEM faculty
support content issues
•  Teams create and modify action plans to
progress toward goals
•  Build and sustain partnerships between h
education, MS Centers, and local school
hers need •  Focus is on specific issues in
rtunities to learn
o teach science science instruction that are
integrated body known to be challenges in the
owledge and
ce - to teach for middle grades:
ific proficiency.” " • Student Investigation
nal Academy of
es, 2006
• Models in Science
• Data Collection and Analysis
• Assessment of understanding
•  Inquiry-based learning concep
•  Kathy Surd and Brandi Mendham
• Mason-Lake Oceana Mathematics and Science
Center

•  Sherryl Martin
• Mason County Central Middle School Science T
herryl Martin / Gayla Carskadon
onja Siewert / Paul Drelles
randi Mendham / Kathy Surd
hristy Christmas
ajor Focus Area = Hands-On Science Kits
Kit Committee and Assessment Committee
Resource Development
Professional Development for Teachers
eam Goals
•  More Inquiry-Based Science Implemented
•  More Project-Based Learning
•  More Confident in Teaching Science
•  Enjoying Being a Teacher Leader and Sharing
knowledge
More Confident in Leading PLC Groups
• More techniques to lead groups
• Better understanding of different leadership styles
• Better understanding of how personalities impact group dyn
Current Leadership Roles
• Science Curriculum Mapping K-12
• Director of Migrant Education for Mason County Central
• Liaison for High School Completion Courses
• Director of State and Federal Programs for Mason County C
• Super Science Saturday Coordinator
 olving our STEM Faculty
ollaborative Site Visits
Mentorship on Teaching Science
OGIL Summer Institute
eveloping Other Teacher Leaders
MS-HS Teacher Leader PLC Project
MSTA Required
as Vegas Solution Tree Collaborative Conferenc
•  Kim Cook
• Port Huron Schools and St. Clair team

•  Alycia Meriweather
• Detroit Public Schools
 ow was your team “designed”?
What aspects of your district/region/team impacted t
esign of your team and how you implemented the
ogram?
•  What is the impact so far on your own teachin
•  What is the impact on your colleagues?
•  What leadership roles and activities are
and your team involved in?
•  How did this support your leadership s
and knowledge?
•  How is this affecting your team and the sc
you are serving?
ear focus for all to address key needs for all par
partners have something to learn and value inp
m each other
achers have the opportunity to work with math
ence centers, university staff, and administrato
dress key content, pedagogy, and policy issue
ough focused activity
ograms can provide fiscal support to ensure tha
achers can participate as needed and get time