School
District: Alexandria City Public Schools
State: Virginia
Contact and Title: Susan Birnie (sbirnie@acps.k12.va.us)
Contact's Phone: 703-824-6680
District Address: Alexandria City Public Schools, Office of Curriculum and Instruction, 1005 Mount Vernon Avenue, Alexandria, VA 22301
Title of Specialist Position: Mathematics Coach
Level(s): K-8
Number of Specialists in
District: 11
Number of Elementary Schools
Impacted: 15
Approximate
Number of Students Impacted: 8,000
Duties of Specialists:
- 80% of the time is spent on the following:
- Planning, co-teaching, debriefing with teachers with the goal of improving student learning and teacher practice
- Planning and facilitating professional development based on assessed needs aligned with division goals, policies, and programs
- Building leadership capacity among the teachers who then assist other teachers in improving instruction and student learning
- Cultivating collaboration-site classrooms that become "laboratories" for teachers and coaches to study and spread effective instruction
- 20% of the time is spent in math coach professional development and taking part in "Instructional Rounds" (Elmore, 2009) with other coaches, teachers, and administrators
Summary of Program:
Over the past year, ACPS has been planning a systemic approach to coaching. The role of the coach is seen as a change agent and culture builder for professional learning of adults in the building. This role translates into very specific activities and careful sequencing of entry steps for the coach and for creating "coaching cultures" in the school (Saphier and West, 2010).
The division model includes the following key processes and strategies:
- The coaches work shoulder-to-shoulder with the teachers to improve student learning;
- The building of a coaching culture in the schools;
- A centralized and clearly defined model of instructional coaching;
- The building of teacher leadership capacity; and
- The centralized monitoring and evaluation of the initiative.
Program Impact and Research:
Achievement Data
Tremendous gains have been made in student achievement since ACPS initiated the math coach program. Seven years ago, only two schools were fully accredited by the state of Virginia. Currently, twelve of our thirteen elementary schools are fully accredited. The ACPS 2009 Virginia Standards of Learning Estimated Adjusted Passing Percentages at the elementary school level range from 75% to 97%. As to our AYP status, there are still major steps to be taken to meet the NCLB benchmarks for our subgroups. A goal for next year is for the math coaches to focus on supporting teachers in differentiating instruction to assure that all students are engaged in meaningful math activities appropriate to each and every student’s needs.
Teacher Data
With the support of administrators, the math coaches collaborate with individual teachers to sustain professional growth by focusing on the learning of mathematics content and pedagogy. Through teaming with teachers, the math coaches continually examine evidence of mathematical thinking and understanding by students. The math coaches have shown an impressive impact on the following:
- Changing teachers’ attitude towards mathematics
- Engaging teachers’ in planning important and challenging mathematics instruction
- Guiding teacher’s in developing instructional strategies that emphasize understanding the mathematics
- Helping teachers to value the importance of classroom discourse
- Guiding teachers in using strategies that unpack student misunderstandings
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School
District: Anne Arundel County Public Schools
State: Maryland
Contact and Title: Coordinator position currently vacant
Contact's Phone: 410-222-5464
District Address: Anne Arundel County Public Schools 2644 Riva Road, Annapolis, MD 21401
Title of Specialist Position: Mathematics Resource Teacher or Teacher Specialist
Level(s): 1-5
Number of Specialists in
District: 4
Number of Elementary Schools
Impacted: 78
Approximate
Number of Students Impacted: 28,000
Duties of Specialists:
- Facilitate collaborative grade level planning and small group follow-up in schools - 35%
- Develop county wide resources (e.g., curriculum guides, benchmark assessments, topic tests, and teacher support materials) - 25%
- Conduct ongoing professional development on math content and pedagogy - 20%
- Oversee program implementation and provide non-evaluative feedback - 15%
- Oversee data discussions about student achievement - 5%
Summary of Program:
Currently, each elementary school is assigned a math resource teacher or teacher specialist to support their needs. Each school's level of support was determined collaboratively between the math office and Office of School Performance. A variety of factors were considered in determining levels of resource support to include MSA data, county Benchmark data, teacher turnover, student mobility, socioeconomic factors and teacher capacity.
Program Impact and Research:
Achievement Data
Overall Maryland School Assessment (MSA) scores have improved during the past five years for grades 3-5; however, there is still more work to be done, especially in some student groups such as special education and students receiving Free and Reduced Meals (FARMS). During the 2008-09 school year, 75 out of 78 elementary schools met the Annual Measurable Objective (AMO) for mathematics.
Teacher Data
While no "formal" survey was conducted; through school based professional development, weekly planning sessions, monthly vertical team meetings, classroom visits, and follow up conferences, teacher improvement in content knowledge and pedagogy has increased as evidenced by the increase in MSA and County Benchmark scores. Most teachers look forward to meeting with their math resource teacher for support and assistance.
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School
District: Caroline County Public Schools
State: Maryland
Contact and Title: Susan Harmon (susan_harmon@mail.cl.k12.md.us)
Contact's Phone: 410-479-2896
District Address: Caroline County Public Schools, 204 Franklin Street, Denton, Maryland 21629
Title of Specialist Position: Mathematics
Resource Teacher
Number of Specialists in
District: 6
Level(s): PreK-5
Number of Elementary Schools
Impacted: 5
Approximate
Number of Students Impacted: 2,500
Duties of Specialists:
- Student intervention – 87%
- Professional development with teachers – 10%
- Developing assessments (pre-/post-assessments, district assessments) - 3%
Summary of Program:
The elementary mathematics resources teachers (MRTs) work with students needing intervention every day. They run small groups of "pull-out" sessions and "push-in" to other classrooms. They change schools during the year if the data shows a greater need at any particular school. During the year, they work specifically with any new teachers or teachers who have changed grade levels. The MRTs help develop all district level assessments and the new scope and sequence that the district uses. It is based on the (Maryland) State Curriculum.
Each MRT has intimate knowledge of the State Curriculum. They work with it, use it to develop materials for their teachers to use, and spend time working with teachers to help them understand and use better strategies for teaching the State Curriculum.
The MRTs meet at least once a month with the elementary mathematics supervisor. At these meetings, work is done on district level mathematics tasks. The elementary MRT position is in its tenth year. Over the years, the group has participated in several
book studies. Often, the MRTs take the learnings garnered from these studies and use them in workshops with the teachers.
The MRTs attend regional or national NCTM conferences to which they can drive by car (e.g., Atlantic City, Richmond, Baltimore, Washington, DC, Philadelphia). They attend the (Maryland) Quad-County Conference when it is offered. Several have participated in the Eastern Shore (MD) Regional Mathematics Grant. MRTs have presented sessions at the annual Maryland Council of Teachers of Mathematics (MCTM) conferences.
Four of the MRTs have both elementary and middle school teaching experience. Three were at one time Maryland School Performance Assessment Program (MSPAP) teacher specialists. Three have master's degrees
in administration and supervision. One has experience as a special education teacher. All are strong mathematics teachers who have the personalities and skills to build trust and mutual respect with staff.
Program Impact and Research:
Achievement Data
The MRTs work specifically with students who are struggling in mathematics. Grades 3-5 students who work with the MRTs traditionally do well on the Maryland School Assessment (MSA). The proficiency rate for students who have worked with the MRTs ranges from 74%-82%. Over time, the number of children requiring MRT services has dropped in Caroline County. This includes children who are within a ten-point spread from the cut score of the Caroline County Mathematics Assessment.
MSA scores in mathematics continue to rise in Caroline County, with all five elementary schools reaching success with every subgroup population and as a whole. Caroline County Mathematics Assessment data
continues to show that a greater percentage of students are successful each year.
The first two years the MRTs worked in the county, they were funded through a Goals 2000 grant.
At that time they worked with six struggling students per grade level and there were only three MRTs. Now MRTs work with approximately 400 struggling students at some point during the year.
Teacher Data
Over time, teachers have made positive changes, which are believed to be related to the support of the MRTs. Teachers seek the advice of the MRTs when trying to determine how to positively impact student mathematical understanding. Almost every year, teachers complete a short survey that includes questions about the impact the MRT has on teachers and students. The responses are almost always positive. Teachers trust the MRTs to help them make mathematics exciting and important for and to their students.
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School
District: Frederick
County Public Schools
State: Maryland
Contact and Title: Nelson
Palmer (nelson.palmer@fcps.org)
Contact's Phone: 301-644-5057
District Address: Frederick
County Public Schools 7630
Hayward Rd. Frederick, Maryland 21702
Title of Specialist Position: Mathematics
Teacher Specialist
Number of Specialists in
District: 10
Level(s): PreK-5
Number of Elementary Schools
Impacted: 36
Approximate
Number of Students Impacted: 18,200
Duties of Specialists:
- Mentoring
and Supporting Tenured and Non-tenured teachers – 50%
- Co-planning & Co-teaching – 15%
- Overseeing
Data Discussions About Student Achievement – 10%
- Developing
Countywide Resources (Including Countywide PD) – 20%
- Working
with Community and Families – 5%
Summary of Program:
Each math teacher specialist is assigned to support 3 or
4 elementary schools. Professional development and support
is determined at the school level and varies year-to-year
based on the needs of the school. Schools which have been
identified as high-need receive an increased percentage of
the teacher specialists time.
In addition
to providing direct support to schools, each teacher specialist
works on and/or leads a wide range of systemwide committees
including differentiation, intervention, special education,
etc.
The teacher
specialists lead curriculum development workshops during
the summer and take responsibility for publishing resource
materials used in the FCPS.
Program Impact and Research:
Achievement Data
Over the last five years, individual schools have continually
shown improvement in their overall scores on the Maryland
School Assessments (MSA) for grades 3-5. Challenges still
exist with some student groups. We are continuing to focus
on the achievement of minority populations and our students
who receive free and reduced meals and special education
services.
During the 2008-09 school year, 34 of our 36 schools met
the AMO for mathematics. AYP for individual student groups
was met through the confidence interval at several schools.
We will continue to focus our efforts on these student groups.
Advanced scores on the MSA continue to rise but at a very
slow rate and gaps are not closing for sub-populations. Thus,
raising the rigor in all classes is an additional focus.
Teacher Data
Data that currently exists is anecdotal. As we implement Investigations
in Number, Data, and Space, teachers are demonstrating
increased levels of content knowledge and pedagogy, as well
as excitement for teaching mathematics.
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School
District: Howard
County Public Schools
State: Maryland
Contact and Title: Kay B.
Sammons (kay_sammons@hcpss.org),
Coordinator of Elementary Mathematics; William Barnes (william_barnes@hcpss.org), Coordinator of Secondary Mathematics
Contact's Phone: 410-313-6624
District Address: Howard
County Public Schools, 10910 Route 108,
Ellicott City, Maryland 21042
Title of Specialist Position: Mathematics
Support Teacher (PreK-5), Mathematics Instructional Support Teacher (6-12)
Number of Specialists in District: 15 (elementary), 9 (middle), 2 (K-8), 6 (high)
Level(s): PreK-5, 6-8, 9-12
Number of Elementary Schools Impacted: 15 elementary, 9 middle, 1 K-8 school, 6 high
Approximate
Number of Students Impacted: 4,750 elementary, 6,500 middle, 8,300 high (19,550 total)
Duties of Specialists:
-
Mentoring
and supporting tenured and non-tenured teachers – 50%
-
Co-teaching – 15%
-
Overseeing
data discussions about student achievement – 10%
-
Developing
countywide resources including countywide professional development – 15%
-
Working
with community and families – 5%
-
Assessing
individual students – 5%
Summary of Program: The
concept of providing mathematics [instructional] support teachers
in specific elementary, middle and high schools evolved out
of the need to provide on site professional
development for teachers in mathematics content
and pedagogy. Their main role is work with
teachers to implement the best practices
for mathematics instruction.
Program Impact and Research:
Achievement Data
Over the last five years, individual schools have continually
shown improvement in their overall scores on the Maryland State
Assessments (MSA) for grades 3-8. Challenges still exist with
some student groups. We are continuing to focus on the achievement
of our students who receive free and reduced meals and special
education students. During
the 2008-09 school year, fourteen of the sixteen elementary schools who
have Mathematics Support Teachers met the AMO for mathematics.
AYP for individual student groups was met through the confidence
interval at several schools. We will continue to focus our
efforts on these student groups.
Teacher Data
Teachers from the schools served by elementary Mathematics Support Teachers
were surveyed at the end of the 2008-09 school year using a
pilot questionnaire. The majority of elementary teachers surveyed felt
that the Mathematics Support Teacher provided them with professional
development and resources that helped them teach mathematics.
A deeper analysis of the survey data will be completed during
the 2009-2010 school year.
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School
District: Lodge
Grass & Pryor
State: Montana
Contact and Title: David
Stringfield (dvdstrngfld@aol.com)
Contact's Phone: 406-223-9824
District Address: Lodge
Grass Public Schools Lodge
Grass, Montana 59057
Title of Specialist
Position: Instructional
Coach
Number of Specialists
in District: 1
Level(s): K-12
Number of Elementary
Schools Impacted: 5
Duties of Specialists:
- Leading
curriculum teams - 30%
- Modeling
lessons - 10%
- Coaching
teachers - 30%
- Assessing
students - 10%
- Evaluating
programs - 20%
Approximate
Number of Students Impacted: 120
Summary of Program: Implement
individual teachers' professional
growth plans, teacher collaboration,
curriculum alignment projects,
increasing student engagement
and meeting improvement plan
goals.
Program Impact and Research:
Achievement Data
Mathematics - All students proficient and advanced, May
2009, 40%.
Teacher Data
Not available (Teacher data being compiled)
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School
District: Loudoun County Public Schools
State: Virginia
Contact and Title: Deborah Kiger Bliss (deborah.bliss@loudoun.k12.va.us)
Contact's Phone: 571-252-1340
District Address: Loudoun County Public Schools, 21000 Education Court, Ashburn VA 20148
Title of Specialist
Position: Mathematics Teacher Trainer
Number of Specialists
in District: 12
Level(s): K-8
Number of Elementary
Schools Impacted: 63
Approximate
Number of Students Impacted: 42,000
Duties of Specialists:
- Co-teach model lessons in mathematics - 10%
- Assist in mathematics planning and attend grade level meetings, when appropriate - 20%
- Consult with the classroom teacher on differentiation strategies - 10%
- Engage in research-based professional development and apply learned professional development practices - 20%
- Provide professional development at the school and district level on mathematics pedagogy and content - 20%
- Assist with the implementation of local, state, and federal mathematics initiatives (i. e., No Child Left Behind and the Virginia Mathematics Standards of Learning) - 5%
- Work with the mathematics supervisor and mathematics specialist to evaluate and enhance the mathematics curriculum for Loudoun County Public Schools - 10%
- Attend MRT as well as all elementary and middle mathematics contact meetings - 5%
- Other duties as assigned.
Summary of Program: Not available
Program Impact and Research:
Achievement Data
Not available
Teacher Data
Not available
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School
District: Montgomery County Public Schools
State: Maryland
Contact and Title: Karen Roberts (karen_roberts@mcpsmd.org), Acting Supervisor, PreK-12 Mathematics
Contact's Phone: 301-279-3410
District Address: Montgomery County Public Schools 850 Hungerford Drive, Room 256 Rockville, Maryland 20850
Title of Specialist
Position: Mathematics Content
Coaches (PreK-5), Accelerated and Enriched Instruction-Mathematics Content Specialists (6-8)
Number of Specialists
in District: 51
Level(s): PreK-5, 6-8
Number of Elementary
Schools Impacted: 49
Approximate
Number of Students Impacted: 35,000
Duties of Coaches:
- Mentoring and supporting tenured and non-tenured teachers - 50%
- Co-planning & co-teaching - 15%
- Overseeing data discussions about student achievement - 10%
- Direct work with
students - 20%
- Working with community and families - 5%
Summary of Program: Two groups for coach/specialists exist. Both are school-based, 10-month positions. Mathematics Content Coaches (MCC) work in PreK-5 schools and receive half-day professional development eight times per year, focusing on developing content knowledge and coaching skills. These coaches work with teachers in the models described above and may also teach a class of students or work with small groups. Accelerated and Enriched Instruction-Mathematics Content Specialists (AEI-MCS) work in grades 6-8 and are based in schools that are part of the middle schools reform initiative in our district. These specialists have similar responsibilities to their elementary school counterparts, as well as serving as the school mathematics resource teacher (aiding the administration and evaluation of the math department at the school). In both positions, no advanced degree as a mathematics specialist is required. Both positions provided professional development to their individual schools.
Program Impact and Research:
Achievement Data
Internal studies conducted from 2004-2007 show that students in Title I schools with a MCC performed as well as, and often surpassed their peers at comparable non-Title I schools on the Maryland School Assessment and Terra-Nova 2. The AEI-MCS position is in its third year. No systemwide data has been released.
Teacher Data
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School
District: Queen Anne's County Public Schools
State: Maryland
Contact and Title: Richard McNeal, Supervisor of Secondary Mathematics (McNealR@QACPS.k12.md.us); Jackie Wilheilm, Supervisor of Elementary Mathematics
Contact's Phone: 440-758-2403 extension 124
District Address: Queen Anne's County Public Schools, 202 Chesterfield Avenue, Centreville, Maryland 21617
Title of Specialist Position: Mathematics
Specialists
Number of Specialists in
District: 12
Level(s): PreK-2, PreK-5, 6-8
Number of Elementary Schools
Impacted: 12 (out of 14 - none at the high school level)
Approximate
Number of Students Impacted: 640 (10%)
Duties of Specialists:
-
Provide student instruction - 70-80%
-
Small group intervention, coach teachers and para-educators, oversee intervention programs - 20-30%
Summary of Program: The mathematics specialists meet once a month as a whole group with the mathematics supervisor(s) for professional training. Assessment data from quarterly district assessments are reviewed, strategies for supporting student achievement on the Maryland School Assessment are discussed, suggestions for supporting teachers are shared, and concerns at local schools are discussed. These professionals work with content teams once each month, sharing professional development strategies to help students demonstrate mastery of mathematics skills, working with individual teachers as needed, arranging for visits to other teachers to view strategies being used, and facilitating small learning communities and common planning for mathematics instruction.
Program Impact and Research:
Achievement Data
Scores on the Maryland School Assessment and local accountability assessments have risen steadily for all students, especially the sub-groups in the elementary schools. Middle schools have shown a steady rise in mathematics scores and those ready to take Algebra I entering high school.
Teacher Data
The mathematics specialists have provided encouragement, support, and models for teachers (especially in elementary schools) who are not as comfortable teaching mathematics (Mathematics is not their "strong" content area.).
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Summary of Program: We serve Title I buildings based on scores from state math tests and/or eligibility for free and reduced meals. We observe, model and co-plan with teachers. We assist in data analysis and school improvement.
Program Impact and Research:
Achievement Data
N.A.
Teacher Data
N.A.
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School
District: Riverside
Local Schools
State: Ohio
Contact and Title: Karen
LeScoezec (pa_lescoezec@lgca.org)
Contact's Phone: 440-639-5234
District Address: Riverside
Local Schools, 845 Madison
Avenue Elementary Painesville,
Ohio 44077
Title of Specialist Position: Mathematics
Coordinator
Number of Specialists in
District: 3
Level(s): K-5
Number of Elementary Schools
Impacted: 6
Approximate
Number of Students Impacted: 1,100
Duties of Specialists:
-
Offering
inservices & sharing of best practices - 45%
-
Modeling
lessons in classrooms - 5%
-
Making
new intervention programs (BOOST for kindergarteners
and Extreme Team for 4th and 5th graders) - 20%
-
Informing
and working with parents through newsletters, Family
Math Nights, and websites - 15%
-
Coordinating
district assessments and analyzing data - 15%
Summary of Program: Within
our 6 elementary schools, we are coordinating
our efforts. Karen obtained her Masters
as a math specialist and has taught 10th-7th
grade as a classroom teacher. She developed
and ran an intervention program at the
high school before taking this position
10 years ago.
Program Impact and Research:
Achievement Data
93% of the kindergarteners who were identified at the beginning
of the year as being below benchmark, were at benchmark by
the end of the year. Common math district assessments are given
at 3rd, 4th, and 5th grades and curriculum map is completed
for all grades to build coherency.
Teacher Data
Students enjoy lessons prepared and delivered by [the school's
Mathematics Coordinator]. She is called the "mathlady".
Teachers are having students take more responsibility for
their learning by her suggestion of incorporating "I Can" statements.
Attendance at Family Math/Science Nights continues to grow.
It now is housed at the campus.
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School
District: Roanoke
City Public Schools
State: Virginia
Contact and Title: Julie Drewry (jdrewry@rcps.info)
Contact's Phone: 540-853-6052
District Address: Roanoke
City Public Schools, 40 Douglass Avenue, Roanoke, VA 24012
Title of Specialist Position: Mathematics Coach
Number of Specialists in
District: 5
Level(s): 3-5, 6-8
Number of Elementary Schools
Impacted: 23
Approximate
Number of Students Impacted: 7,000
Duties of Specialists:
- Collaborate with individual teachers or teams of teachers through co-planning, co-teaching, and coaching - 40%
- Assist teachers in interpreting data and designing approaches to improve student achievement and instruction - 20%
- Promote teachers’ delivery and understanding of the district curriculum through collaborative long-range and short-range planning - 15%
- Facilitate teachers’ use of successful, research-based instructional strategies, including differentiated instruction for diverse learners - 10%
- Arrange for professional development through collaborative investigations or discussion groups with teachers - 2%
- Conduct non-evaluative observations of teaching and learning to provide clinical supervision and improve instruction - 5%
- Engage in research-based professional development and apply learned professional development practices - 1%
- Assist in development of RCPS curriculum, instruction, and assessment resources - 4%
- Prepare and deliver staff development activities related to the Department of Teaching and Learning and/or the Mathematics Department - 2%
- Other duties as assigned by the Mathematics Supervisor - 1%
Summary of Program:
The mathematics coach provides support for teachers and schools for the Department of Teaching and Learning. Complex work is performed within specific departmental objectives and policies; each coach plans his/her own work and coordinates with others as necessary. Contacts are regularly and frequently made at all organizational levels within and outside the department to explain and implement programs and policies; considerable professional judgment is required.
A Master’s Degree with emphasis in mathematics education; A minimum of five years of successful full-time elementary teaching experience, preferably at more than one grade level, or any equivalent experience or training which would provide the required knowledge, skills, and abilities to complete the job requirements are preferred. Professional development leadership experience and participation in professional development opportunities related to mathematics and mathematics education are preferred. Eligibility for Virginia teaching license is mandatory.
Program Impact and Research:
Achievement Data
Prior to the use of the mathematics specialists in Roanoke City, approximately 5 years ago, less than half of all elementary and middle schools were fully accredited in mathematics. At this time, all but one of the elementary schools and all of the middle schools are fully accredited.
Teacher Data
Through inservices, weekly planning sessions, monthly horizontal and vertical team meetings, observations, and follow up conferences, teacher improvement in content knowledge and pedagogy has increased as evidenced by the increase in SOL scores. Teachers look forward to meeting with their coaches for support and assistance.
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School
District: Somerset County Public Schools
State: Maryland
Contact and Title: Tracie Holland (tholland@somerset.k12.md.us)
Contact's Phone: 410-621-6243
District Address: Somerset County Public Schools, 7982A Tawes Campus Drive, Westover, Maryland 21871
Title of Specialist Position: Instructional Facilitators
Number of Specialists in District: 5
Level(s): PreK-8, K-12
Number of Elementary Schools
Impacted: 5
Approximate
Number of Students Impacted: 2,900
Duties of Specialists:
-
Coaching - 25%
-
Testing coordination - 25%
-
School improvement leadership
- 25%
-
Professional development leadership - 25%
Summary of Program: The need for specialists stems from many areas with mathematics being only part of the need. This role in all places are served by some of the strongest instructional staff we have available. All have strong mathematics backgrounds, have been highly effective teachers, and for the most part, have several years of instruction under their belt. Accountability and testing have become major parts of the school system with quarterly (and sometimes more frequently) district level assessments coming and going through schools. There is the creation, revision and general handling of the assessments needed along with coordination of state testing. The data drives our instruction so these professionals help guide staff with their instructional decisions. All of this guides the school improvement process, which carries more accountability and documentation that is needed. The instructional facilitators also serve as quasi-administrators and conduct and gather data during classroom walk-throughs. They visit classrooms and are available to help teachers with lessons. They also offer professional development for the school in their area. These positions are critical to "getting the job done."
Program Impact and Research:
Achievement Data
Our district test scores have consistently improved. Mathematics has gone from 67.7% to 81.0% proficient + advanced on the Maryland School Assessment over the last five years in the elementary grade bands. The middle school grade bands have improved at a slower rate, increasing 17.5% over the past five years.
Teacher Data
It is difficult to point to the specialists as being the single factor in improvement. However, all staff are impacted: our walk-through data shows instruction has become more engaging and is targeted to better meet the needs of students through flexible groupings and differentiated instruction. Teachers and students are more on-task.
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School
District: Spotsylvania
County Public Schools
State: Virginia
Contact and Title: Dr.
Jackie Getgood (jgetgood@scs.k12.va.us)
Contact's Phone: 540-834-2500,
extension 1114
District Address: Spotsylvania
County Public Schools, 8020 Riverstone
Drive Fredericksburg, Virginia 22407
Title of Specialist Position: Mathematics
Specialists
Number of Specialists in District: 10
Level(s): K-5, 6-8
Number of Elementary Schools
Impacted: 23
Approximate
Number of Students Impacted: 14,000
Duties of Specialists:
-
Collaboratively
planning with teachers - 40%
-
Model
lessons - 30%
-
Co-teaching
- 10%
-
Presenting
teacher workshops - 10%
-
Presenting
at family math workshops - 5%
-
Attending
specialist meetings - 5%
Summary of Program: The
purpose of establishing a mathematics
specialist cadre in Spotsylvania
County Schools is to provide on site
professional development for teachers
in mathematics content and pedagogy.
There is a strong need for this embedded
PD due to the amount of mathematics
content filtering down to the elementary
school. The mathematics specialist
primary responsibility is to work
with teachers to implement the best
practices for mathematics instruction.
They serve as a coach, as a data
analyzer, as a workshop presenter,
as a co-teacher, and as a viable
member of the school leadership team.
Our specialists typically service
2 schools but this year, four of
them also support 3 schools. Our
specialists have all taken the required
coursework establish through various
grants in the state of Virginia.
We have taken part in UVA, VCU, and
UMD research on mathematics specialists. We first implemented this program (with 3 specialists) in
school year 2004-05.
Program Impact and Research:
Achievement Data
Over the last five years, individual schools have continually
shown improvement in their overall scores on the Virginia
Standards of Learning State Assessments (SOL tests) for grades
3-5 and grade 8. Challenges still exist with some student
groups and especially with grades 6 and 7. We are continuing
to focus on the achievement of our students who receive free
and reduced meals and special education students (SWD and
ECD).
During the 2008-09 school year, fifteen of the seventeen
elementary schools who have Mathematics Specialists met the
AMO for mathematics and four out of our seven middle schools
made the AMO. We will continue to focus our efforts on these
student groups of SWD and ECD.
The
UMD and VCU has produced research related to the mathematics
specialist program in the state of Virginia over the
past 5 years.
Teacher Data
Teachers from the schools served by Mathematics Specialists
were surveyed at the end of the second year of implementation
using a survey administered by our Program Evaluation department
(See link to survey
results). The majority of teachers surveyed felt that
the Mathematics Specialist program is effective and needed,
and that the specialists provided them with professional
development and resources that helped them teach mathematics.
A deeper analysis of the survey data will be completed in
the near future.
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School
District: Stafford
County Public Schools
State: Virginia
Contact and Title: Debbie Delozier (ddelozier@staffordschools.net)
Contact's Phone: 540-658-6670
District Address: Stafford
County Public Schools, 31 Stafford Avenue, Stafford, VA 22554
Title of Specialist Position: Elementary Mathematics Specialist
Number of Specialists in District: 15
Level(s): K-5
Number of Elementary Schools
Impacted: 15
Approximate
Number of Students Impacted: 42,000
Duties of Specialists:
-
Co-teach model lessons in mathematics - 10%
-
Assist in mathematics planning and attend grade level meetings, when appropriate - 20%
-
Consult with the classroom teacher on differentiation strategies
- 10%
-
Engage in research-based professional development and apply learned professional development practices - 20%
-
Provide professional development at the school and district level on mathematics pedagogy and content - 20%
-
Assist with the implementation of local, state, and federal mathematics initiatives (i. e., No Child Left Behind and the Virginia Mathematics Standards of Learning) - 5%
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Work with the mathematics supervisor and mathematics specialist to evaluate and enhance the mathematics curriculum for Loudoun County Public Schools - 10%
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Attend MRT as well as all elementary and middle mathematics contact meetings - 5%
Summary of Program:
Not available.
Program Impact and Research:
Achievement Data
Not available
Teacher Data
Not available
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School
District: Talbot
County Public Schools
State: Maryland
Contact and Title: Marnie Stockman (mstockman@tcps.k12.md.us)
Contact's Phone: 410-822-0330
District Address: Talbot
County Public Schools, 12 Magnolia Street, Easton, Maryland 21601
Title of Specialist Position: Title I Mathematics
Resource Teacher
Number of Specialists in District: 1
Level(s): K-5
Number of Elementary Schools
Impacted: 1
Approximate
Number of Students Impacted: 100
Duties of Specialists:
Summary of Program: The
Title I Mathematics Resource Teacher is a highly qualified mathematics teacher who pulls small groups of students from their related arts or core classes for small group mathematics instruction.
Program Impact and Research:
Achievement Data
The district has started using a new program this year, so there is no current data.
Teacher Data
The mathematics resource teacher is used as a resource for other teachers in terms of data collection.
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