1. Developing Understanding of Mathematics content- woven throughout the entire course every module/meeting.
a. Need input based on gaps in the other courses-- preference of integrated topics and follow-up on high level mathematical tasks

i. Geometry/Number

ii. Number/algebra

iii. Number/ measurement

iv. Data/ measurement
** need input from group about duplication. We'll create a list of tasks that integrate.

#1- Work product- writing, solving and implementing integrated tasks that address multiple strands of the NCSCOS, work w/ teachers on designing integrated tasks

2. Developing Leadership skills
a. Models of PD

i. Facilitating Workshops (Loucks-Horsely et al., 2003; NPEAT, 2000)

ii. Zone of Proximal development, assisted performance (cognitive coaching)

1. Vygotsky- scaffolding through co-planning, co-teaching, providing feedback to lessons, etc.

iii. Teacher change (CBAM, Generative change- CGI Research)

#2a- Work product- designing and implementing various forms of PD- workshops, co-planning, co-teaching, feedback,
#2a- NCCTM presentation, poster presentation

b. Unpacking the Standards

i. NCTM (P&S and Focal Points)

ii. NCSCOS (2009 version)
1. pacing, learning trajectories (talk to David Pugalee and Shelby about extending, not duplicating)

iii. International Standards (Singapore, etc.)- is that too much?

#2b- Work product- unpacking, comparison of the standards (Focal Points, NCSCOS), pacing guide of the NCSCOS, mapping NCSCOS w/ assessment prototypes (indicator creation)

c. Critical issues in mathematics education

i. National Math Panel

ii. Math Wars (Kappan Special Issue, 2001)

#2c- Work product- position paper on critical issues OR event/publication educating teachers and/or parents

d. Grant writing
i. types of grant writing


3. Developing Awareness of Pedagogical issues
a. Building on high leverage practices from other courses
b. Differentiated instruction: Response to Instruction (RTI) model and NCDPI's Special Education Mandates
c. Examining student work
d. Assessment- formative assessment and standardized assessment
i. standardized- interpreting data, designing PD for teachers, designing instructional interventions
ii. formative- build off assessment course and work on orchestrating classroom interactions (how can we extend this work here?)

#3b- Work product- examination of RTI
#3c- Work product- facilitating teachers' analysis of student work and planning based on data analyzed
#3d- Evidence of work done around formative and/or standardized assessments

4. Curriculum issues
a. Addressing issues related to curriculum (progression, types of tasks, assessment, differentiation)
b. Modifying, "ramping up" curriculum to increase rigor, depth of understanding
c. choosing curriculum
d. mapping curriculum to standards (issue in standards-based approach)

#4a- Work product- Curriculum analysis, curriculum comparison

Next steps:
15 week outline...15 class meetings or topics
focus on things that can be online-friendly