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The need for Coaching and why it's effective

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The need for Coaching and why it's effective

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Building level administrators and supporting teacher teams

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Building level administrators and supporting teacher teams

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Now that we have the Social Justice position paper how do we implement the recommendations? School/district teams coming together to work on ...

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...more opportunities for K12 teachers to take on leadership opportunities while remaining in the classroom.

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How can teacher leaders at all levels advocate for math specialists? What actions can they take? What do those actions look like at the teacher level? At the parent level? At the school level? How can we change policies?

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The potential to teach the entirety of CCSS (or other state standards) in the time we have for K-12 education.

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The potential to teach the entirety of CCSS (or other state standards) in the time we have for K-12 education.

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Highlight effective models.
What are some of the common components and differences?

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Amazing! Powerful and to the point! Best session yet!

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Amazing! Powerful and to the point! Best session yet!

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Take a deep breathe and always another step.

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What/where are opportunities available at a local level?

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Coaching for 0-3 year
More experienced Coaches 3-7 years
Experienced Coaches 7+ years

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Smaller regional/stste-level events for building level leaders

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Smaller regional/stste-level events for building level leaders

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Those who are involved in everything (e.g. principals, etc.) often don't feel as though they can take a few days to travel to our conferences here -- or even to devote just to math. Short and close events for these leaders may draw them in.

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I would like to see a position paper on Pacing guides, sequencing documents, anything that puts standards in a particular order.

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Need white papers telling us acceleration is not the answer. We need to be able to share this data widely to make decisions in our districts and states.

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Integrated versus traditional high school math. 

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Integrated versus traditional high school math. 

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Accelerating Students in Mathematics

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Would like some additional support with working with special education students who are 2 or more years behind in math, particularly at the secondary level.