Summer Institutes
Mathematics Leadership Programs offers summer institutes at Mount Holyoke College. These insititutes are a set of coordinated professional development experiences for educational leaders who have a range of roles and responsibilities.
The MLP summer Institutes provide school systems with a unique opportunity to develop a team of local leaders. Leadership teams can be composed of teachers, teacher-leaders, math specialists, math coaches, building principals, central office staff, and/or professional developers. Individuals may attend any of the institutes depending on their personal interests and the needs of the school system.
The MLP summer Institutes are designed to provide flexibility by offering one-week programs from which team members can choose. Team members may attend one, two, or three institutes.
Our Institutes:
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Developing Mathematical Ideas Institutes (DMI)
DMI, a professional development curriculum for teachers, provides one-week content institutes with opportunities for participants to engage with the ideas and activities of each module in sessions led by the authors of the materials, in collaboration with educational leaders who have experience with these materials in their own practice. Participants choose among the following DMI modules:
July 14 – 18
- Building a System of Tens
- Patterns, Functions, and Change
July 21 – 25
- Making Meaning for Operations
July 28 – August 1
- Examining Features of Shape
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July 21 – 25
Professional Development for Coaching Mathematics
This week’s institute is designed for math coaches, administrators, and teacher leaders and offers professional development that targets the specific needs and interests of math coaches and administrators who want to support the improvement of math instruction. DMI Facilitation and the Leadership components are offered concurrently and will include opportunities for strategic planning among team members.
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July 21 – 25
DMI Facilitation Institute
MLP offers a one-week facilitation session designed to assist teacher-leaders to develop skills and knowledge for leading seminars at their own sites. The facilitation institute is linked to one of the content institutes, and each of the facilitation institutes requires previous experience with the module of choice. Participants in DMI-F will choose one of the DMI modules on which to focus their facilitation work.
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July 28 – August 1
Research on Learning:
Implementing the Common Core Math Practice Standards
This course is focused on implementing mathematics instruction to support the development of conceptual understandings of mathematics. Topics include creating a classroom climate for productive mathematics discussion, posing open-ended math tasks, asking probing questions, and exploring teacher moves that both challenge and support individual student learning. Analyzing classroom cases of practice will be a key feature.
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July 21 – 25
Professional Development for Coaching Mathematics
This week’s institute is designed for math coaches, administrators, and teacher leaders and offers professional development that targets the specific needs and interests of math coaches and administrators who want to support the improvement of math instruction. DMI Facilitation and the Leadership components are offered concurrently and will include opportunities for strategic planning among team members.
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July 21 – 25
DMI Facilitation Institute
MLP offers a one-week facilitation session designed to assist teacher-leaders to develop skills and knowledge for leading seminars at their own sites. The facilitation institute is linked to one of the content institutes, and each of the facilitation institutes requires previous experience with the module of choice. Participants in DMI-F will choose one of the DMI modules on which to focus their facilitation work.
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July 28 – August 1
Research on Learning:
Implementing the Common Core Math Practice Standards
This course is focused on implementing mathematics instruction to support the development of conceptual understandings of mathematics. Topics include creating a classroom climate for productive mathematics discussion, posing open-ended math tasks, asking probing questions, and exploring teacher moves that both challenge and support individual student learning. Analyzing classroom cases of practice will be a key feature.