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Educators Collaborating to Improve Mathematics: Three Structures That Mattered in Math in Common Districts

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Title: Educators Collaborating to Improve Mathematics: Three Structures That Mattered in Math in Common Districts
Language: English
Authors: Perry, R., Marple, S., Reade, F., WestEd
Source: WestEd. 2019.
Availability: WestEd. 730 Harrison Street, San Francisco, CA 94107-1242. Tel: 877-493-7833; Tel: 415-565-3000; Fax: 415-565-3012; Web site: http://www.wested.org
Peer Reviewed: N
Page Count: 24
Publication Date: 2019
Document Type: Reports - Descriptive
Descriptors: Common Core State Standards, Mathematics Instruction, Mathematics Achievement, School Districts, Educational Change, Teaching Methods, Teamwork, Role, Partnerships in Education, Technical Assistance, Leadership Responsibility, Coaching (Performance), Principals, Empowerment, Teacher Role, Administrator Role, Instructional Leadership, Program Implementation, Professional Development, Alignment (Education), Instructional Materials
Geographic Terms: California
Abstract: For school districts in California, just as one set of revolutionary new content standards is beginning to feel familiar, another deep change is brewing. Districts have now had more than five years to wrestle with how they implement the Common Core State Standards for Mathematics (CCSS-M) (NGA Center & CCSSO, 2010). Many have made large-scale changes in their systems. However, state math assessment scores have remained flat, suggesting that many districts may still be in the early stages of understanding and implementing changes that are necessary to support instruction. This report describes how 10 districts participating in the Math in Common (MiC) initiative have approached implementation of the CCSS-M somewhat differently. To implement their district visions of the CCSS-M, each MiC district's MiC leadership team developed three critical collaborative structures. These structures enabled these districts' practitioners, administrators, and thought partners to meet to learn, interpret, and refine the ways they wanted to shift the dynamics of classroom instruction so that the new math standards could come to life in their classrooms.
Abstractor: ERIC
Entry Date: 2020
Accession Number: ED601879
Database: ERIC
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  Data: For school districts in California, just as one set of revolutionary new content standards is beginning to feel familiar, another deep change is brewing. Districts have now had more than five years to wrestle with how they implement the Common Core State Standards for Mathematics (CCSS-M) (NGA Center & CCSSO, 2010). Many have made large-scale changes in their systems. However, state math assessment scores have remained flat, suggesting that many districts may still be in the early stages of understanding and implementing changes that are necessary to support instruction. This report describes how 10 districts participating in the Math in Common (MiC) initiative have approached implementation of the CCSS-M somewhat differently. To implement their district visions of the CCSS-M, each MiC district's MiC leadership team developed three critical collaborative structures. These structures enabled these districts' practitioners, administrators, and thought partners to meet to learn, interpret, and refine the ways they wanted to shift the dynamics of classroom instruction so that the new math standards could come to life in their classrooms.
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    Languages:
      – Text: English
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        PageCount: 24
    Subjects:
      – SubjectFull: Common Core State Standards
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: School Districts
        Type: general
      – SubjectFull: Educational Change
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      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Teamwork
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      – SubjectFull: Role
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      – SubjectFull: Partnerships in Education
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      – SubjectFull: Technical Assistance
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      – SubjectFull: Leadership Responsibility
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      – SubjectFull: Coaching (Performance)
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      – SubjectFull: Principals
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      – SubjectFull: Empowerment
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      – SubjectFull: Teacher Role
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      – SubjectFull: Administrator Role
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      – SubjectFull: Instructional Leadership
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      – SubjectFull: Program Implementation
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      – SubjectFull: Professional Development
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      – SubjectFull: Alignment (Education)
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      – SubjectFull: Instructional Materials
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      – SubjectFull: California
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      – TitleFull: Educators Collaborating to Improve Mathematics: Three Structures That Mattered in Math in Common Districts
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