Learning Opportunity

Delving Deeper into Guided Math (Part 2 of 3)

This session has been completed.
Facilitator: Tammy Leslie
Date:March 22, 2022
Time:3:20 pm to 4:30 pm MTN
Cost:
Location: Virtual
Session Code: 22-DD-BG-TL-238
Type:
Webinar
Focus: Mathematics and Numeracy

Target Audience

Instructional Support Teachers for Numeracy

About this Learning Opportunity

This 3 part series will focus on learning more about the guided math framework and designing a learning plan to support their classroom teachers with implementation. The ISTs will delve into the instructional components of a guided math framework including creating an Environment of Numeracy, Math Talks and Station Work. Group learning will include planning, modeling with teachers, debriefing and potential sharing of resources.

All learning opportunities with the ERLC regional team will focus on the Alberta Education and district priority areas.

This session addresses the LQS competencies

  • #2: Modeling Commitment to Professional Learning
  • #4: Leading a Learning Community

This session addresses the TQS competencies

  • #2: Engaging in Career-Long Learning
  • #3: Demonstrating a Professional Body of Knowledge

This learning opportunity is being subsidized through funding from Alberta Education.

About the Facilitator

 

Tammy Leslie has been an educator for over 30 years. She spent 23 years teaching in Grades 1 through 6 and the past 8 years as an Elementary Math Consultant with Edmonton Catholic Schools. As a consultant, Tammy had multiple opportunities to work with many individuals both within and outside the division; including consultants, administrators, teachers and students to provide ongoing support and guidance in developing and deepening best math practices in inclusive communities. 

Tammy is passionate about math and numeracy. Her goal, as a Learning Facilitator with ERLC,  is to support educators in their continued efforts to understand and address the need for impactful strategies in math and numeracy. She believes in a collaborative approach model with teachers as leaders, where we can work ON practice, IN practice. She aims to co-construct meaningful professional learning to guide instruction and maximize student learning.