Of the 15 program components that he argues are critical elements that support a high-performance mathematics program...is there one that you feel that you would say is your greatest success?
I am pleased to say that, in my building, the majority of classes meet Steve's technological tools recommendations. It was recommended that K-6 buildings devote 75 to 90 minutes to math, each day, last year. I believe I heard that the time allotted for teaching math will be increased again next year. (That's two successes.)
Which one causes you and your colleagues the greatest challenge?
While multiple components could be viewed as challenges, I've decided that that of "professional development" deserves the most attention. Because on-going professional development tends to take place outside of the school day and on a volunteer-basis, teachers (and principals) do not share a common vision of what quality mathematics instruction looks like. A lack of shared professional development impacts most of the other components we've read about so far. If we have not engaged in p.d. together, we will not implement curriculum the same way. We may implement the same "what" but our "how" will look very different. If we have not been engaged in common, recent p.d., we will not agree when choosing instructional materials. If we have not been engaged in common, recent professional development, we will not recognize the importance of instructional connections within our mathematics program and between mathematics and other subject areas. (We will not seek out curricular materials that focus on connections.) If we have not engaged in common professional development, we will not recognize the importance of professional interaction and will not advocate for time devoted to analyzing common assessments that are closely aligned with curricular goals.
Since we can't afford to pay teachers to engage in p.d. outside of the school day, we might consider enlisting those who have volunteered their time. Could these teachers help inform decisions? Could we find a way to utilize their expertise in developing professional learning communities as a vehicle for common learning within our schools? On the other hand, we don't want teachers who go the extra mile to be given extra work as a result of their dedication. What are some ways districts that are short on money have recognized teachers who go above and beyond in their learning and teaching?