The goal of this Summer Leadership Institute is to ensure that leaders leave the training with a shared understanding of what rigorous, effective mathematics instruction looks like and are poised to put it into practice. This shared understanding can serve three important purposes: it can set the foundation for future leadership development and PD throughout the year, it can help to define the expectations for school leaders in implementing the vision at their campuses, and it can build a strong base from which leaders can support the implementation of Eureka Mathematics across the district. TNTP can support Clay County Public Schools with the Leadership Institute in both design and implementation. The two day training will begin with a focus on reorienting leaders to the Florida Standards for Mathematics, as well as the supporting shifts, research, and mathematical practices. After building a shared understanding of the why behind the mathematics standards, leaders will participate in a series of learning sessions that will build their knowledge of aligned lessons, student work and instructional materials. Armed with a solid understanding of the standards and shifts, leaders will dive more deeply into Eureka mathematics for their grade bands with a goal of understanding the design as well as the pitfalls and strategies to support teachers. 

Throughout the learning, lessons and strategies for managing change in their buildings will be shared and participants will have opportunities to apply learning to real-world scenarios and consider implications for their own campuses. 

Sample objectives could include:

• Describe the characteristics of a college and career ready student in mathematics
• Articulate and recognize the instructional shifts in Math lessons through experiential learning
• Practice determining alignment of math lessons to the instructional shifts of the Florida Standards
• Describe the components of a strong math task and how Eureka Math supports math learning through tasks
• Articulate the design elements of Eureka math and how they align to the Florida Standards and the research behind them
• Identify common pitfalls in implementation of Eureka and strategies for preempting and responding

Depending on the district’s plan for Eureka implementation, particular sessions can be differentiated for those who have implemented Eureka, those new to Eureka and those not implementing Eureka for the 2018-2019 school year.

Across the district, there is a need to increase the level of rigor in instruction in mathematics;  by learning the instructional shifts demanded by the state standards, and by focusing on the mathematical practices, we can establish effective teaching of mathematics with clear goals, explicit learning progressions and the use of the instructional goals to guide decisions in teaching mathematics. In addition, the beliefs about access and equity in mathematics will support all school leaders in understanding mathematics ability is a function of opportunity, experience, and effort--not of innate intelligence.  There is a need for all educators to understand mathematics teaching and learning cultivates mathematics abilities.  All students are capable of participating and achieving in mathematics, and all deserve support to achieve at the highest levels.  Equity is attained when students receive the differentiated supports (e.g. time, instruction, curricular materials, programs) necessary to ensure that all students are mathematically successful. 

Students who are not fluent in English can learn the language of mathematics at grade level or beyond at the same time that they are learning English when appropriate instructional strategies are used. Effective mathematics instruction leverages students' culture, conditions, and language to support and enhance mathematics learning. 

Leaders must learn to support effective mathematics teaching practices (e.g., engaging students with challenging tasks, discourse, and open-ended problem solving) have the potential to open up greater opportunities for higher -order thinking and for raising the mathematics achievement of all students, including poor and low-income students. 

There has not been a leadership institute with a focus on mathematics in previous years. 

Clay County Schools will achieve the following outcomes:

• continue to develop school-based administrators able to articulate a content-specific vision of teaching and learning (mathematics)
• feedback through Survey Monkey will indicate that participants benefitted from the program and their skills in leading mathematics instruction improved;
• as a result of this leadership development, Clay County's K-6 students will achieve at least a 3% increase in the percentage of students scoring Level 3 and above in Mathematics on the FSA. 

Goal 2: To provide Clay County students with the highest quality teaching and learning processes available. 

Goal 5: Develop and support great educators, support personnel and leaders. 

Each principal meeting will be to continue to build the capacity of school principals to implement the district's vision and manage change in their buildings.

1. That the Clay County School Board approve acceptance of The New Teacher Project (TNTP) funded through the state's District Instructional Leadership & Faculty Development grant in an amount not to exceed $12,703.00, to provide the principals' Leadership Institute. 

2. That the Clay County School Board approve the budgeting and expenditures of these funds, and authorize the Chairwoman and Superintendent to excute, upon form approval by the Office of Legal Services, the New Teacher Project's Statement of Work.