What strategies have been most effective in addressing these responsibilities? What challenges do you face in these areas? What resources, tools, or structures have been helpful? Are there opportunities for cross-site collaboration to strengthen these focus areas? by Elizabeth Julienne

2025-04-02 23:30:42 UTC

Sometimes it feels like we're going backward into our shells.

2025-04-02 23:30:59 UTC

Backwards mapping based on teacher survey.

2025-04-02 23:33:51 UTC

Created a curriculum map highlighting what is in depth, exposed, removed based on what is needed for each next level.

2025-04-02 23:47:00 UTC

Reflex Math for add/subtract/multiply/divide skill development.

2025-04-09 23:17:03 UTC

Working with new teachers to develop curriculum for themselves. Weekly meetings with day to day planning

2025-04-09 23:18:09 UTC

Tough love - have new teachers write their own assessments, so that they can develop their own understanding of what it takes, and what level each of your questions are at.

2025-04-09 23:25:08 UTC

Extend new teachers some grace as it takes a while to become effective

2025-04-09 23:26:55 UTC

Make sure new teachers feel supported - ask them, check in multiple times, plan together, validate their ideas

2025-04-09 23:27:27 UTC

K-8's are using i-Ready data to facilitate discussions about student needs

2025-04-09 23:29:02 UTC

Data discussions happen informally at some schools based on formative and summative assessments

Dena_Kauer — 2025-04-09 23:30:42 UTC

The math department at Churchill creates a "master" list of students for proper math placement. We don't rely on student input and admin decisions. When we started getting more involved in the master schedule process, we noticed that we had fewer schedule changes at the beginning of the school year. It's very important for department chairs to be involved in the master schedule process, but I know that it is time consuming and can put a lot of pressure on the teachers.

2025-04-09 23:36:31 UTC

Allow new teachers to see the next course or two to help them see the development of mathematical ideas in sequence