1. Continuous AssessmentContinuous Assessment
Michigan Mathematics and
Science Teacher Leadership
Collaborative

2. Establishing CheckpointsEstablishing Checkpoints
Reviewing Our Progress
Reflecting on Our Progress
Celebrating Our Progress
Sharing Our Progress
Evaluating Our Progress

3. Reviewing Our ProgressReviewing Our Progress
Checkpoint: MMSTLC Grant
Goals
The MMSTLC Grant sets long and short
term
goals for:
• Mathematics and Science Centers
• Science, Technology, Engineering, and
Mathematics (STEM) Faculty
• Local School Districts
• Teachers
• Students

4. PROGRAM LOGIC MODEL
MICHIGAN STATE-WIDE MSP—TEACHER LEADERS FOR HIGH NEEDS SCHOOLS
Long-Term GoalsIntermediate Outcomes
1. Cadre of TSLs
w/skills / knowledge
to help improve
teaching / learning of
math / science in
targeted high needs
schools
2. Working
relationships
between TSLs and
building
administrators,
w/support of M/S
Centers & STEM
Faculty
3. Improve math /
science learning of
students in targeted
high needs schools
4. M/S Centers with
increased capacity to
sustain support for
high needs schools
Resources
- SVSU-GVSU
Teacher Leader
Projects
- UM Instructional
Resources
- Statewide STEM
Faculty Expertise
- M/S Centers
Infrastructure
- MSP Grant
Needs
- Capacity in M/S
Centers to support
teacher leaders and
high needs schools
inadequate
- Current PD is
inadequate to
significantly impact
teaching & learning
- School-based
capacity to serve
high needs schools
inadequate
M/S Center staff / teams
-Have knowledge / skills to
recruit, develop, support, and
sustain TSLs and administrators
- Increased / enhanced MSC
partnerships with IHE, LEAs,
business, non-profits, etc.
STEM Faculty
- Seek to increase their
knowledge and insights in
content, pedagogy, and LEA
needs by collaborating with
middle grades’ colleagues.
- Sharing content / pedagogical
knowledge with TSLs, LEAs, and
M/S Centers
- IHE STEM adapting
instructional practices in their
own classrooms
Teacher Leaders . . .
- Increased math / science
content / pedagogical skills /
knowledge
- Improved PD facilitation
skills
- Increased knowledge of
connections between
curriculum, instruction,
assessment, and data use
- Work jointly with
administrator to improve math /
science
- Recognized as leaders in math
/ science
- Provide instructional
leadership through PD
Extended Teams . . .
- Increased content / pedago-
gical knowledge / skills;
facilitation skills in selected
topics / practices
- Increased understanding of
personal instructional practices
Students . . .
-Increased opportunities to learn
-Improved learning and deepened
understanding of math / science
-Improved attitudes towards,
interest in mathematics / science
Outputs
- Instructional Resources
- Toolkits
- Needs assessments
- Electronic connections / network
Professional development for math / science
center staff on recruiting, supporting,
training, and sustaining TSLs
Individualized, data-driven needs
assessments for participating high-needs
buildings, districts, and TSLs.
Development of learning communities at
statewide (TSLs), regional (MSCs), and
local (building / district) levels.
Development of instructional resources
based on content and effective pedagogy.
Immersion in leadership, inquiry, and
professional community during summer
academy and school year programming.
On-going training in leadership and inquiry
teaching / learning through released time
(sabbatical) options for PD implementation.
Intentional inclusion of STEM faculty at all
levels of TSL professional development.
Online PD, coaching, networking,
conferencing, and resource dissemination.
Math/Science Centers…
- Recruited as planned
- Statewide network of TSLs
operating as intended
Administrators . . .
- Improved ability to
recognize / support high quality
math/science education
- Develop working relationship
with TL to improve math /
science
Technical assistance (consulting, advising,
tutoring, etc.) by Collaborative Team to
sites.
Assumptions/Rationale: The Federal MSP program supports improved student achievement in mathematics and science through enhanced training for math / science teachers,
with major involvement of STEM faculty in the improvement effort. The Michigan MSP program has identified a need for teacher leaders to provide sustainable site-based
professional development.
Implementation Strategies

5. Reviewing Our ProgressReviewing Our Progress
Checkpoint: School Level
Goals
STEPS to SUCCESS Guidelines:• Articulated Curriculum
• Aligned Instructional Materials
• Consistent Instructional Practices
• Adequate Professional Development
• Effective Assessment System
• Supportive Policies and Procedures

6. Reviewing Our ProgressReviewing Our Progress
Checkpoint: Personal
Professional
Development Plan
Creation of a plan to address:• Short Term and Long Term Professional
Goals
• Goals for Content Issues, Process Skills, and
Technical Skills
• Professional Development Log
• Creation of Curriculum Vita

7. Reviewing Our ProgressReviewing Our Progress
Checkpoint: Team Action Plan
Aligned to support:
• MMSTLC Grant Goals
• School Level Goals
• Teacher Leader Goals

8. Reflecting on Our ProgressReflecting on Our Progress
1. Review your team action plan in light of the MMSTLC Logic
Model. Does your action plan support the grant goals for
all partners? What adjustments do you need to make for
your action plan to ensure all partners benefit from this
project?
2. At the Summer Academy, your team identified potential
needs in your school as they relate to the Steps for
Success. How have you addressed, or plan to address
these issues?
3. In reviewing the professional development plan for your
teacher leaders, reflect on the steps taken so far toward
implementing this plan? How has the team supported the
teacher leader? Are there additional actions that need to
be taken?

9. Celebrating Our ProgressCelebrating Our Progress
1) Using insights from the reflection exercise
above:
a. Define six (6) successes that you and/or your
team has had since the beginning of the program.
b. Define six (6) goals that you and/or your team
would like to accomplish in the future.
2. Write these successes and goals on the
dodecahedron, illustrating as desired.
3. Cut out and construct the dodecahedron.

10. Sharing Our ProgressSharing Our Progress
“Applause is a celebration,
not only of the actors, but
also of the audience. It
constitutes a shared moment
of delight.”
John Charles Polanyi

11. Evaluation Our ProgressEvaluation Our Progress
Think back to the beginning of this
program in terms of the Leadership
Components and thoughtfully
complete the assessment.