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Original goals for project sustainability under ideal conditions
To have a lasting impact in New England High Schools by
- Training teachers to teach and implement a standards based curriculum, the Interactive Mathematics Program;
- Assisting teachers in implementing IMP's student centered pedagogy;
- Helping teachers implement alternative forms of assessment including portfolios and writing about mathematics;
- Helping teachers implement alternative forms of assessment including portfolios and writing about mathematics;
- Showing teachers how to effectively use the graphing calculator in the classroom;
- Creating lead teachers in each school who could assist new teachers in doing the above;
- Ensuring that each school has a critical mass of teachers in each school who understand and support the National Mathematics Standards.
Paula Sennett, Silver Lake High School:
"Pre-IMP I felt frustrations that students who earned good grades quickly forgot what they appeared to have learned and were unable to apply mathematics to non-routine problems or in science classes. Also, I was not terribly confident in my own abilities in non-routine or "real life" applications of mathematics. There were haves and have-nots in mathematics.
After four years of IMP, I believe that if the mathematics is developed in a meaningful, problem based curriculum students will remember it - most students are capable of doing higher level math.I am much more confident in my own mathematical process. Kids need to engage, talk and do math - not watch their teacher do it.
I LOVE IMP!"
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Reflections on these goals from the end of the project funding cycle
The Reality
Teacher participation
- Over 300 teachers in 39 schools attended an average of 120 hours of workshops in pedagogy and curriculum. Teachers are interested in change and truly enjoy professional development that is hands-on, participatory and relevant. We have observed teachers make tremendous growth over the years.
AND
- In most of the IMP schools, IMP has deeply affected the way teachers teach their traditional curriculum and the alternate curriculum they choose. Many schools have redesigned these curriculums to be problem based and have incorporated writing, portfolios, group work and the graphing calculator into their "traditional" curriculums.
AND
- Thousands of students are studying under the IMP curriculum and becoming mathematically empowered. The SAT scores and MCAS scores are good and many schools have participation growing in leaps and bounds.
BUT
- It is unrealistic to expect every teacher in a school to change. The most you can hope for is that when the die-hards leave, the school incorporates into its conditions for hiring the willingness of the new teachers to learn and use reform curriculum and pedagogy.
AND
- With the large turn over in the teaching population happening in New England many new teachers are being hired. With the end of our grant the training of these new teachers will fall upon the schools. Will they supply the time or means? Some schools are already starting to do this. Only time will tell.
Leadership
- A core of strong teachers who serve as leaders has been created. They serve as resources to new IMP teachers or IMP teachers new to a certain year of IMP. Some leaders are assigned to team teach IMP with new teachers to help them the first time through. They assist with parent information and with recruiting new IMP students. They address school committees, parents and the media.
- For IMP to continue to thrive and grow, it was essential to implementation to have support from a myriad of faculty and staff from eighth grade mathematics teachers and guidance counselors to high school department chairs, principals, superintendents and school committee members. With a great deal of hard work this was in place in our schools.
BUT
- Again, it is a time of great turn over in the schools. Many leaders have already retired or left for jobs in other schools or in administration. Some of this is good. Some are bringing reform to their new schools or are working as coaches in for the implementation of other NSF curricula. However, the gap they leave in their home schools may not be filled now that our grant is over.
AND
- There is also a great deal of turn over in the administration. If someone comes in who is less supportive, or has other priorities it can be the death knoll to your program at that school. You have to be constantly aware of the politics at your schools. However, when this grant ends, who will keep making contact and courting support? Hopefully the lead teachers will, but again, only time will tell.
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Suggestions for projects starting out; or, how we might have done things differently
If I were to do it all over again I would do the same things, but would add:
- Mandatory workshops for administrators and guidance counselors
- Mandatory observations of experienced IMP teachers by new IMP teachers
- Funds to release lead teachers once a month to observe other IMP teachers in their schools or in nearby schools (and of course training in observing/feedback skills)
- Workshops beyond the four years to continue teacher support, reflection and growth
- A public liaison to work with parents and the community to build understanding and support
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Questions for other project's staff to reply to
- What changes have programs made in training due to the large influx of new teachers?
- How has statewide testing affected your program?
THIS POSTER WAS PREPARED BY:
Carla Oblas of the New England Regional
Center for the Interactive Mathematics
Program (IMP) project.
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