Suggestions based on lessons learned

What We Would Do Differently:

• We recognize the power of administrative support. A principal can "make or break" a successful program. We would increase administrative professional development and involvement in the project so they better understand curriculum, pedagogy and assessment as well as addressing the teacher turnover issue. Instead of a one-day workshop each summer, we would pursue a program such as "Lenses on Learning" to build administrator support for program implementation.
• We would support only one curriculum with a pre-determined implementation plan to enable more focused professional development. Every teacher, grades six, seven and eight, would participate in monthly professional development workshops during year one. During year two teachers would meet quarterly with study groups.
• We would require that Special Education and Title I teachers fully participate in the project. In schools where Special Education and Title I teachers participated with full-time mathematics teachers, there exists a much better understanding of the curriculum and its implementation.

Suggestions for Projects Starting Out:

• Choose to support only one curriculum. Working with the district/school leadership team, decide on a district-/school-wide implementation plan based on suggestions from the curriculum developers and aligned with the state assessment framework.
• Provide ongoing professional development for every teacher including summer workshops as well as monthly workshops during year one. Provide the support of a teacher mentor at the building level who visits each teacher monthly, either individually or in grade-level meetings.
• Ensure teacher leaders have experience with the curriculum, understand good standards-based mathematics teaching, understand adult learners, and believe all children can learn mathematics. Provide ongoing opportunities for professional development and networking opportunities for these leaders.