Andrea Oettinger

• Working in the Office of Teaching and Learning to support teachers in implementing data-driven math instruction by leading PLCs and school-wide professional development. Co-planning, co-teaching and modeling lessons from the Dimensions Math and Math in Focus programs with classroom teachers.

• Taught a variety of grade levels from Pre-Kindergarten to Grade 6 across subject areas in English in a bilingual German and English international school. Promoted to the Assistant Principal of the Kindergarten and Primary School in August 2019; responsible for managing 10 German and English teachers as well as developing curriculum and conducting professional development. Took on the additional role of Math Trainer for the company from 2019-2022, during which I trained teachers in 14 schools across Switzerland and Germany on how to teach conceptual mathematics to students in Kindergarten and Primary School.

• Led the reform effort for 23 schools in Philadelphia and Camden to move from a direct instruction model to a conceptual approach in K-12th grade. Trained 100+ leaders and 300+ teachers on conceptual mathematics instruction, teacher development, and teacher evaluation. Built and trained teachers and leaders on methods for using assessment to drive instruction.

• Implemented K-12 mathematics reform for the Camden City School District while acting as key support personnel for a network of ten schools. Created a coherent system of mathematics instruction by: implementing a common curriculum in K-12 mathematics; aligning and translating national (Common Core State Standards), state, and district policies; focusing on evidence-based instructional initiatives; and developing, organizing, and conducting intensive and ongoing professional development supporting these initiatives.

• Managed and participated in all phases of research for the following projects on the teaching and learning of mathematics underlying the Common Core State Standards, including proposal writing, recruitment, data collection, coding, data analysis, and reporting.

Ongoing Assessment Project

A systematic formative assessment program in mathematics that originated in Vermont and is implemented in New Hampshire, Kentucky, Ohio, Alabama, and Jordan. OGAP focuses on teacher professional development in the areas of multiplicative reasoning, fractions, and proportionality.

The Linking Study

A randomized control trial studying the effects of an intervention involving teacher analysis of student work in conjunction with feedback on their instruction in facilitated PLCs on a number of teacher and student outcomes.

Teacher Assessment of Student Knowledge (TASK) Project

Co-developed an assessment of teacher knowledge about student thinking and learning in mathematics that could be used to identify strengths and weaknesses in the way teachers understand how children learn mathematics and can guide professional development efforts.

The Penn Partnership Project

Facilitated PLCs in two low-performing West Philadelphia public schools by focusing on teacher analysis of student work in mathematics. Participated in monthly meetings with the principals to advise on matters pertaining to assessment and mathematics.

• Tracked legislation and answered information requests from legislators, policymakers, and the media regarding teacher quality and educational leadership.
• Planned meetings with legislators and education practitioners to share knowledge and inform legislation.

• Amesse Elementary School, Denver, CO
• Kindergarten Teacher
• August 2005-November 2006