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District- Wide Math Model
The key components of an effective mathematics program include the following items as stated in the Mathematics Framework:
- A Balanced Instructional program
- Quality Standard-Based instructional Materials/Assessment
- Classroom management strategies
- Teachers that are trained in-depth in Math content
- Professional Development (teachers need time to collaboratively plan and evaluate instruction)
- Administrative support
A systemic plan for achieving an effective district-wide mathematics program and increasing student achievement will consist of the following:
- A Math Achievement Support Team (MAST), composed of the principal and 3 teachers representing grade spans K/1, 2/3, 4-6. They will attend a week-long summer institute and 5 days of follow-up professional development throughout the year;
- District -Adopted Materials
Harcourt Math (K-6 ) Mathematics Program
- Best Practices for classroom management techniques and strategies
- Head and Two Problems - Content Strategies
- MIFF Techniques
- MAST members will facilitate math-planning time on a monthly basis at their grade level spans based on their professional development days.
District teachers are encouraged to attend state provided math professional development through ACCLAIM at California State-Hayward and/or University of California at Berkeley).
Criteria for Selecting Teachers on School Math Teams
- Classroom teacher with at least two years teaching experience;
- Is seen as a leader by other classroom teachers within their grade level band
- See him or herself as a learner;
- Classroom practice reflects a balanced math program;
- Exhibits knowledge of grade level math content and an interest in improving student learning;
- Interested in learning about and sharing with others curriculum and other teaching resources that support the district adoption;
- Is interested in supporting other teachers to improve their classroom practice by doing such things as talking with others about mathematics instruction, leading grade level meetings on math;
- Commits to attending: one week summer session plus six staff development sessions during the school year.
Research has shown that teams are most successful when they're constructed carefully to represent all grade levels in the school. For example, K-5 elementary schools would create teams of three teachers who represent K-1, 2-3, 4-6 . Also the school principal or designated administrator with instructional decision making responsibilities is a member of the team and attends all staff development. The faculty as a whole supports the formation of a school team and uses it as a strategy for improving math teaching. |
