We must not lose sight of the past, but, it is well-known that how learners are engaged is ever-changing. Therefore, as it applies to the position of secondary math coordinator, the ability to understand how one learns affects how interventions are put into place to best reach the learner at all levels. Further, in a position such as this, in which one can set development programs at multiple grade levels, understanding how a student learns sets the tone and manner in which programs and resources are adopted, adapted, and aligned across grade levels.

Thus, this roadmap is included as part of this portfolio to demonstrate an uncommon approach to common problem, how best to keep our leaners engaged with a content area that proves challenging and often lacks the engagement level needed. Therefore, utilizing the power of AI and technology as a whole, beyond just simply giving our students a Chromebook and work to do on Google Classroom, but actually giving them generative power to engage in a personal way with the content will prove vital in the coming years.

As one who is seeking the position of Coordinator of Secondary Math, instructional coaching plays a pivotal role in that being able to help further the growth of secondary teachers in math is what this position is all about. Therefore, not only is being able to help teachers specifically grow in their content specific roles, having the openess and vulnerability to accept coaching from those educators as well as other district leaders will continue to push the boundaries of traditional education. Change can not be perpetuated and effective through the means of one person, no matter what title is held, but rather, meaningful and impactful change comes through working within the whole body of system. The goal is always the same, how best to reach our learners in new and interesting ways, as such, the continued pursuit of depth of knowledge will never cease to exist.

When considering such models of evaluation, as the goal-free evaluation model, as presented in the attached paper, one finds the ability to achieve a high degree of flexibility within the evaluation of the program being considered. As it applies to the role of Coordinator of Secondary Math, the GFE model would serve a greater pupose of allowing educators to thoroughly and thoughfully consider and comment upon the use of new curriculum within the classroom. A relevant example of this has been achieved within the Midland Independent School District in which a new program, Carnegie Learning, was introduced to teachers without being given any explicit outcome or district goals concerning the new program. Therefore, as the only school within the district to employ the use of this new program in real-time, we were able to give an honest critique to the district officials at the end of the year, without concern with any of the pre-planned goals the district may have had.

Finally, in thinking about assessment and evalution, the duty and responsibility as it pertains to this specific role is to always be mindful and focused on how best to employ new programs and rethink those currently in use.

As this artifact proves to show is that the very culture of any school district, including my own, is porous by nature as long as we continue to see as many educators leave the field each year. My own school specifically will see an exodus of about three-quarters of its' veteran teachers by years end. Through the reseach and study of teacher resiliency is thus one of vital importance for any district administrator. As it relates to the role of secondary mathematics coordinator, the manner in which curriculum is rolled out to the interactions/coaching of math teachers becomes pivotal in helping to foster a conducive climate and culture one of which will make educators want to continue to build upon tradition within the school district.

My philosophy on life stems from these three simple, yet inherently complex words. I am Daniel Howell, currently serving as a middle school math teacher whose desire it is to serve as Coordinator of Secondary Mathematics. I have spent the last 3 years in a capacity in which my main focus was the teaching of math. Having gained invaluable knowledge in the classroom is what has opted me to move forward with bringing what I have learned to a district level.

As this portfolio will serve to show, my ideas behind education as a whole, and how we learn specifically to challenge the status quo but pay homage to the ideas and theories of the past. My goal is to be able to meet the learners where they are through the use of innovative technologies and ignite engagement within the content.