Improving Your Math Program

Which of the following best describes the mathematical proficiency of students in your district based on local/state standardized testing.

• 1

  Not very proficient

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• 5

  Very Proficient

Does our math vision/framework provide enough information to guide your team in providing more opportunities for students AND to become more mathematically proficient?

• 1

  No, definitely not

• 2

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• 5

  Absolutely

Do you know what the three most important objectives are for your department's math program to improve and grow?

• 1

  Not really

• 2

• 3

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• 5

  Absolutely

How many members of your team could model effective instructional practices for all teachers in your department?

• 1

  None of us

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• 5

  All of us

How often does your leadership team spend time observing students engaged in mathematics and/or joining teachers in studying student work?

• 1

  we do the mandated walkthroughs, but do not attend PLCs

• 2

  walkthroughs 2x a semester, and attend some PLCs

• 3

  We do more than the required walkthroughs, attend some PLCs

• 4

  we do frequent walkthroughs and attend most PLCs

• 5

  We are in classrooms weekly and attend all PLCs

Do all of your math teachers know the mathematics standards they have been entrusted to teach and can they articulate what those standards mean?

• 1

  Not Really

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  Absolutely

When was the last time your educators had professional development workshop that specifically incorporated the development of their own conceptual understanding of mathematics?

• 1

  I can't remember

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• 5

  We have monthly PD scheduled specifically for Math teachers

Do you use the growth goals of your educators (i.e. teacher self assessment) to direct and guide your department/district math goals?

• 1

  Never

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  Always

How would you describe the "look and feel" of professional development in your department?

1 - Primarily plenary or lecture style (i.e.: stand and deliver) We usually hold

sessions with a speaker who showcases the "new learning" we'd like our teachers to try in their classrooms.

5-Primarily workshop and/or experiential. Sessions give participants hands-on

experience with the components of effective mathematics instruction in action and how they can replicate this approach in their own classrooms.

• 1

  Lecture

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• 5

  Workshop/Experential

How many of the 8 Effective Mathematics Teaching Practices would you say are being incorporated with a high degree of effectiveness in mathematics classrooms across your department?*

• 1

  None

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  All 8