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Large and influential PD provider do not understand philosophy, expectations .... and derail quality PD

Misuse of intervention as a result of policies that come from a deficit view, dehumanize students and teachers

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Lack of depth and instructional focus if high school standards

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Liaison between high school and colleges, whose focus is different from K-12 standards.

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Are we providing for all students both the mathematics and the experiences with learning mathematics that will prepare them to be successful in the world they will enter?

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Issue with Algebra 2

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When will standards take on the notion of mathematics for the purpose of understanding the world around us seriosly?

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More time for teacher to work collaboratively

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Support for both coaches and teachers

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Opposing directions and expectations from administration
Lack of pedagogy needed to facilitate SMP
Lack of teacher understanding of content coherence
Unethical use of assessment data

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Concern: Math Leaders encouraging school sites to establish “essential” standards. T interpret this as eliminating standards

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I’m concerned that the art of teaching is de-emphasized compared to the science of teaching.

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Content knowledge of teachers as well pedagogical content knowledge

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Labeling of students as gifted vs not gifted in math

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What should math teachers do I’m anticipation of massive social upheaval and ecological collapse?

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Is this system DESIGNED to produce unequal outcomes?

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Access to technology tools - technology tools will meet the needs of all learners

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Finding a way to provide quality, consistent, and on-going inservice for teachers

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Transition from high school to college

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Too many students feel frustrated, unsupported and incapable of success.

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Too many students feel frustrated, unsupported and incapable of success.

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Funding for professional  development that is ongoing and funding for math coaches

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Too many kids are still left behind.

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the support of local teachers by content professionals

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Content knowledge of our teachers... and their lack of pedagogical knowledge....

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One dimensional approach to teaching- e.g. one answer problems

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a smooth transition to college

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Math coaches need defined roles and need to be paid through state and local funds, not linked to other programs.

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Need for specialists at elementary level and catching struggling learners early on to minimize “holes” in learning before middle school. Then continued identified support throughout middle school.

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Hyperfocus on the assessing vs the learning

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the preparation of suitable mathematics teachers

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Lack of implementation (by teachers at HS level) of SMP’s. They are still procedurally focused and students can’t apply what they’ve learned. Still too much procedural content to cover.

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Lack of cohesion. Competing initiatives often hinder the work of deep learning for administrators, teachers and students. Also we need a clear K-16 alignment.

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Needed is Sustained professional development that incorporates collaborative discussions on planning implementing and assessing student learning.

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Math instruction dehumanizes students too often.

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I'm concerned about the slide that described standards aligned to specific jobs or industries, does this not narrow the role of education and opportunities for students? Yesterday I went to Karim Ani's talk @karimkai and he described the ways in which technology continues to change more rapidly over time. My point is, how will we know what jobs are needed in 25, 30, or 50 years?

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It concerns me that our District doesn't put an emphasis on mathematics; therefore, our teachers don't feel the need to change the way they  teach mathematics.