Sharon Rendon, Director of Professional Learning, email@example.com
It seems like school years continue to go by faster and faster. It is already March and many of you are about to turn the corner, entering the fourth quarter of the year. Now is a great time to take some time to reflect and consider the opportunities you are providing for students to make sense of mathematics.
If you are in your first year of implementing, you are probably just now seeing the beauty of the connections and the learning over time that is happening with students. And those of you in your second year or beyond continue to see the beauty of mathematics unfold over time. I remember the first year I started teaching I was thrilled when my student arrived at the factoring quadratics section and they could see many of the previous concepts connected.
This year the professional learning department has made a concentrated effort to use the Implementation Progress Tool to provide some language and descriptors during support visits. However, this tool is also useful beyond the first few years of implementation. Many of you have not had the opportunity this year to engage with this document, and you may not be aware of this tool or the ways in which it could be used.
The tool is aligned with the three pillars behind CPM’s design. The first section describes the foundational idea of the pillars. The second and third sections provide powerful opportunities for reflection. Section two focuses on student learning. Think about your lessons this past week and identify where your students are having success. What evidence are your students providing of high quality learning? You might also consider the areas your students need more support or structure to be successful in their learning. Maybe you and your colleagues could identify a goal that you work on collectively.
The third section provides some language about teacher actions. The language included in these descriptions is similar to the eight teaching practices found in the book Principles to Actions, published in 2014 from the National Council of Teachers of Mathematics. Use this tool to identify a goal for the fourth quarter of the school year and put some action items into practice. If you have not read the publication, put this book on your summer reading list.
Don’t wait any longer or let any more of the school year go by without taking the time to reflect on the learning happening in your classroom. Gather a couple of colleagues and spend some time celebrating your successes and identifying some next steps.