2018 MI-AMTE Conference

Conversations Among Colleagues

March 17, 2018 Program

The Teacher Development Continuum:  Preservice through Early Career

7:45 to 8:30 a.m.

Registration and Light Refreshments



8:30 to 8:40 a.m.



Matt Wyneken, MI-AMTE president; Carla Tayeh and Stephanie Casey, MI-AMTE conference co-chairs


8:40 to 9:40 a.m.

AMTE's Standards for Preparing Teachers of Mathematics: Questions, Challenges, and Opportunities

Tim Boerst, University of Michigan


AMTE’s Standards for Preparing Teachers of Mathematics (SPTM) bring together insights from existing standards documents and connect and augment them in ways that could support the initial preparation of mathematics teachers. Of course, progress and improvement in mathematics teacher preparation involves more than articulating and disseminating the SPTM standards. As a group whose members play many roles in preparing mathematics teachers, MI-AMTE should consider questions, challenges and opportunities presented by the SPTM standards as invitations to improve mathematics teacher preparation. In this session, Dr. Boerst, a member of the SPTM writing group, will share insights from the development of the standards and propose ideas and avenues for next steps.

9:50 to 10:30 a.m.

Breakout Sessions A


10:40 to 11:40 a.m.

Preparation Standards for Elementary Mathematics Teaching in Michigan

Mark Hoover, University of Michigan – Ann Arbor

Amy Parks, Michigan State University


The Michigan Department of Education is revising elementary teacher certification — its structure and standards. This session will summarize draft standards for mathematics-specific teaching and mathematical knowledge for teaching, discussing the adoption process and implications for teacher education programs and schools.

11:45 to 12:45 p.m.

Lunch and MI-AMTE Annual Business Meeting

12:45 to 1:45 p.m.

Supporting Early Career Elementary Teachers' Enactment of Ambitious Mathematics Instruction

Kristen Bieda, Michigan State University


Early career mathematics teachers face mounting pressures to enact rigorous mathematics instruction, framed by policy initiatives such as the Common Core (NGA & CCSSO, 2010), that may conflict with how they are evaluated using generic observation instruments. These early career teachers (ECTs) may lean on supports through their school-based social networks, which can include principals and instructional coaches, to help them navigate these competing demands. In this talk, I will share insights from a large-scale study of the mathematics lesson planning and instruction of approximately 150 ECTs regarding how the guidance they receive from mentors and colleagues supports the quality of their mathematics instruction. These findings are based on the use of the TRU Math observation framework (Schoenfeld, Floden & the ATS project, 2014), interviews with ECTs, and survey findings from both ECTs and their mentor colleagues. Implications for district-level support of teacher collaboration and cooperation, as well as for teacher preparation programs supporting teacher candidates as they enter the field, will be discussed.

2:00 to 2:40 p.m.

Breakout B

2:50 to 3:30 p.m.

Breakout C

3:45 to 4:30 p.m.

Synthesis and Discussion

Valerie Mills and Ed Silver

9:50 to 10:30 a.m.  Breakout A


Designing Assessments of Mathematics Teaching Practice: Exploring Design Paths for Simulations

Tim Boerst, University of Michigan

Meghan Shaughnessy, University of Michigan


Enhancing the classroom readiness of preservice teachers has spurred important innovations in teacher education, including innovations in assessment. Assessment simulations, such as those used in other professional fields, hold the potential to provide valuable insight. In this session, we will invite participants to consider resources that support the design of simulation assessments of mathematics teaching practice.

Affordances of Math Error Patterns: A Focus on Teaching Remedial Instruction

Jessie Store, Alma College


It is inevitable that teachers will need to engage in remedial instruction for different reasons including addressing student misconceptions or to narrow math skill gaps. However, research on how to prepare teachers for remedial instruction is still quite limited. In this presentation, we report affordances of using error patterns when learning how to make responsive instructional plans. Data were collected from a design experiment with 80 pre-service teachers and 35 middle to high school students. Content analysis of written artifacts and reflections were conducted qualitatively. Constraints of error patterns will also be discussed.

Lesson Study for Teacher Development: Wayne State University Initiatives

Melinda Klakulak, Wayne State University

Lenuel  Hernandez, Wayne State University

Charlene Jones, Wayne State University

Chris Nazelli, Wayne State University

Asli Ozgun-Koca, Wayne State University


We will share our experiences with four different forms of Lesson Study efforts taking place at the Wayne State University with pre-service and in-service mathematics teachers at various grade levels. We will discuss how each form of Lesson Study aims to support teacher development at different career phases.

Developing Formative Assessment Practices:  A powerful and productive learning trajectory bridging pre- and in-service practice

Edward Silver, University of Michigan

Valerie Mills, Oakland Schools


Participants will explore fresh approaches to developing effective formative assessment practices for both pre-service and in-service teachers.  In addition, this session will also examine a rational in support of this instructional focus that includes formative assessment’s possible contributions to developing agency, access, and engagement for mathematics students. 

Reflecting on Teacher Growth as Beginning Teachers

Anne Marie Nicoll-Turner, Ann Arbor Public Schools

Matt Rice, Pioneer High School, Ann Arbor Public Schools

Emily Kent,  Scarlett Middle School, Ann Arbor Public Schools

Stephan Hogan, Tappan Middle School, Ann Arbor Public Schools                

Laura Padalino, Scarlett Middle School, Ann Arbor Public Schools


A district curriculum leader and panel of new teachers will discuss personal experiences in the journey of learning to be teacher leaders.

A PD Model Using Modified Lesson Study and Rich Mathematical Tasks

Angela Krebs, University of Michigan-Dearborn

Roger Verhey, University of Michigan-Dearborn


In a modified lesson study model, teachers work in teams across districts and grade levels to prepare a research lesson around a challenging topic. Their preparation involves working through the Five Practices for Orchestrating a Productive Mathematical Discussion. We will share our model, revisions, a mathematical task, and what we learned through our work with teachers.

2:00 to 2:40 p.m.  Breakout B


Changing Assessment Practices in Two Contexts: Using Simulation Assessments with Preservice Teachers

Meghan Shaughnessy, University of Michigan

Elizabeth Petit Cunningham, University of Michigan-Flint

Timothy Boerst, University of Michigan


Two teacher education programs have been using simulation assessments to assess teacher candidates’ skills. This session harnesses this work to explore how simulation assessments can support teacher education programs in monitoring teacher candidates’ developing skills across the professional continuum and to inform the work inside of the program.

Connect the Dots: Learning Experiences that Empower Students by Fostering Mathematical Thinking

Sherri Donovan, Baker College

Caryl Walling, Baker College


Grounded in Jo Boaler's work on mathematical mindsets, this interactive workshop will engage participants in activities designed to support development of students' mathematical thinking. Manipulatives will be used to explore mathematics, justify solutions, and visualize thinking. In addition, relevant technologies will be utilized to support mathematical instruction.

Developing Knowledge of Mathematics and Mathematical Practices for Teaching

Deborah Zopf, Henry Ford College

Asli Koca, Wayne State University

Christopher Nazelli , Wayne State University

Robert Bruner, Wayne State University


Wayne State University and Henry Ford College faculty shifted their teaching to a more focused activity‐based, student‐centered design, integrating several “high‐leverage practices” (Ball, Sleep, Boerst, and Bass, 2009). For instance, eliciting student thinking, explaining and modeling content practices and strategies, appropriate usage of language and mathematical tools, and responding to each other’s work became regular practices of the course. We also created journal/portfolio assignments that engaged pre-service teachers in meaningful mathematics.  This session will focus on this work.

Promote Statistical Thinking with Three Tasks

Jonathan Bostic, Bowling Green State University

Davis Gerber, Bowling Green State University

Maria Nielsen, Findlay City Schools

Stephanie Casey, Eastern Michigan University


Preservice teachers often struggle with statistics, which continues when they begin their teacher education programs. The purpose of this session is to engage participants in three statistics tasks meant to promote statistical thinking, purposefully selected to highlight salient ideas for teaching statistics.

Mathematics Coaching as a Tool for Teacher Leader Development

Diane Owen-Rogers, Kalamazoo Regional Educational Service Agency

David Berlin, Kalamazoo Public Schools

Shannon Parlato, Kalamazoo Public Schools


What might a continuum of teacher development look like once you are in the classroom? How do mathematics leaders develop in a school building? We will explore answers to these questions and more as you hear a mathematics instructional coach and two teacher leaders’ experience with a three-year coaching partnership.

Building a Bridge to Success from K-16 to Workforce: A Collaborative Mission to Inspire Change

Rusty Anderson, Kent ISD

Marcus Deja, Kent ISD

Susan Gunn, Davenport University

Paula Lancaster, Grand Valley University

Robert Hoffman, Cornerstone University


Teacher preparation programs have little time to prepare students for their teaching career and this will not provide them everything they need to be successful. This session will engage participants in dialogue around the story of how unique partnerships can form to build the bridge to success for graduates of teacher education programs.

2:50 to 3:30 p.m.  Breakout C


Algebra for Elementary/Middle School Teachers: What do They Need?

Barbara Britton, Eastern Michigan University


What level of algebra is needed for all elementary teachers? Do they need Algebra for Elementary Teachers? How about students specializing in mathematics to become Middle School Teachers? Is the algebra they take as a prerequisite for Calculus enough, or do they need more? Hoping to have a lively discussion.

Supporting Preservice Teachers’ Learning Through Rehearsals

Laura Van Zoest, Western Michigan University

Mary Ochieng, Western Michigan University

Mariana Levin, Western Michigan University


Attendees will experience a specific instructional activity, learn about our use of rehearsals to prepare preservice teachers to implement that activity in a middle school field experience, watch and discuss clips from our methods course rehearsals, and consider how our research findings on preservice teacher learning can inform their work.

MODULE(S^2) Project: Curriculum for Upper-Level Content Courses for Pre-Service Secondary Teachers

Andrew Ross, Eastern Michigan University

Stephanie Casey, Eastern Michigan University


We will share information about the MODULE(S^2) project, which is developing curriculum to be used in four content courses (Statistics, Modeling, Geometry, and Abstract Algebra) taken by pre-service secondary teachers. We will discuss the project's design principles, and give example simulations of practice (both written and video) from the materials.

Examining the Development of Capabilities with Eliciting and Interpreting Student Thinking Over Time

Rosalie DeFino, University of Michigan

Meghan Shaughnessy, University of Michigan


How do preservice teachers’ skills with eliciting and interpreting student thinking change over time? In this session, we will share findings from a study following six preservice teachers from entry into a teacher education program through early career teaching, analyzing performances in a teaching simulation across three points in time.

Teaching Mathematics Content Courses (TeMaCC) SIG

Nina White, University of Michigan


The Teaching Mathematics Content Courses (TeMaCC) group will meet to discuss community leadership, goals, and events for the coming year. All are welcome. The ideas and input from this gathering will help set priorities for the TeMaCC group moving forward; we hope to hear lots of voices at this short meeting.

Conference events are located at the EMU Student Center

900 Oakland St, 

Ypsilanti. MI. 48197