Learning Forward
Equity and excellence in teaching and learning.
When high school and college mathematics teachers talk about students’ difficulties in college math courses, the conversation often turns to blame: “It’s your fault kids aren’t coming prepared. You are watering down the curriculum.” “You’re not teaching them the right way.” The conversation rarely turns to ways to improve student success. In Spokane, Wash., high school and college math educators have joined forces to change attitudes and teaching approaches at both levels. These changes are helping students develop the characteristics and skills they need to succeed in college. The issue that prompted this collaboration is common across the United States. When students take college math placement tests, their scores often place them in remedial math courses that do not earn college credit. The lower students
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Riverpoint Advanced Mathematics Partnership Participants
Cohort I:
- 24 secondary participants (1 private and 7 public high schools, 2 urban/suburban school districts).
- 8 postsecondary participants (2 community colleges, 1 university).
Cohort II:
- 18 secondary participants (8 public high schools, 4 suburban/rural school districts).
- 6 postsecondary participants (1 community college, 2 universities).
Principles for Professional Development
Professional development should:
- Be intensive, ongoing, and connected to practice.
- Focus on student learning and specific curriculum content.
- Align with school improvement priorities and goals.
- Build strong working relationships among teachers.
Source: Darling-Hammond, Wei, Andree, Richardson, & Orphanos,
2009, pp. 9-11.
How the Riverpoint Advanced Mathematics Partnership aligns with the principles for professional development
(Principle number in parentheses)
- Cross-sector collaborative learning community (4)
- Responsive professional development design (1, 2, 3)
- Common standards (2)
- Rich array of topics and activities (1, 2)
- Classroom observations (1, 2)
- Little changes (1, 2, 3)
References
Darling-Hammond, L., Wei, R.C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Oxford, OH: NSDC.
Garmston, R.J. & Wellman, B.M. (2009). The adaptive school: A sourcebook for developing collaborative groups (2nd ed.). Norwood, MA: Christopher-Gordon.
Transition Mathematics Project. (2004). College readiness mathematics standards. Olympia, WA: Washington State Board for Community & Technical Colleges.
Learning Forward is the only professional association devoted exclusively to those who work in educator professional development. We help our members plan, implement, and measure high-quality professional learning so they can achieve success with their systems, schools, and students.
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