Culver City Unified's Mathematics Committee
Mathematics Committee Overview
To meet the demands and needs of switching from the California State Standards to the Common Core State Standards (CCSS), Culver City Unified School District (CCUSD) put together a CCSS mathematics committee. The mathematics committee is made up of three separate committees that have a few overlapping members. The largest committee is the grade level CCSS in Mathematics Committee; there is also a CCSS in Mathematics Assessment Committee, and a very small Elementary Math Textbook Adoption Committee.
Role as a Member of the CCUSD Mathematics Committee
As a member of CCUSD’s grade level CCSS Mathematics Committee, I attend various meetings at the district office and my school site. One of my grade level tasks was to analyze the kindergarten, first grade, and second grade CCSS in mathematics. I worked with members in my grade level to create student friendly “I can…” standards, so students can easily access the CCSS. We also identified essential standards, gaps and overlaps from one grade level’s CCSS to the next, and we also identified standards that are new (first time being introduced) to a grade level. As a committee member, I was also responsible for looking at the current math curriculum and identifying where it meets CCSS in mathematics and addresses the standards for mathematical standards, and where the math curriculum is lacking in regards to meeting CCSS in mathematics. I have also started to develop activities and lessons that are examples of things teachers can do in their classrooms to address the disparities between the current math curriculum and the CCSS in mathematics.
I am also a member of CCUSD’s CCSS in Mathematics Assessment Committee. Our committee meets to develop district grade level informal assessments and formal benchmark tests that meet both the CCSS and the Standards For Mathematical Practices. We take samples of the teacher created assessments to different grade levels throughout the district in order to get feedback about the assessments and make the proper suggested changes.
I am also a member of the Elementary Math Textbook Adoption Committee. As a member of this committee, I critically review state approved math curriculum for the upcoming adoption year. I analyze the curriculum and document strong and weak points in regards to the CCSS and the Standards For Mathematical Practice. I also take into account the different teaching styles that teacher’s have and their personal strengths or weakness in regard to mathematics. This will help the committee make a more informed decision when adopting textbooks.
Reflection
As a member of all three district math committees, I have learned how important it is for school districts to have teachers that specialize in subject area content. My district has heavily relied on teachers who understand mathematics, like myself, to help create district wide benchmarks, adopt textbooks, and analyze CCSS. I have also learned that teachers will listen to other teachers and take their advice, over a district mandate that tells teachers what to do. Being on these math committees has also helped me to understand why change and transition can be so difficult for some teachers and school leaders. I also learned just how powerful it can be when a district doesn’t decide on assessments and textbooks, but has teachers make key decisions. Giving teachers the power to make important district wide decisions creates a positive impact and allows everyone to be a stakeholder in education.
CPSEL Connection
STANDARD 1: A SCHOOL ADMINISTRATOR IS AN EDUCATIONAL LEADER WHO PROMOTES THE SUCCESS OF ALL STUDENTS BY FACILITATING THE DEVELOPMENT, ARTICULATION, IMPLEMENTATION, AND STEWARDSHIP OF A VISION OF LEARNING THAT IS SHARED AND SUPPORTED BY THE SCHOOL COMMUNITY.
1.1: Facilitate the development of a shared vision for the achievement of all students based upon data from multiple measures of student learning and relevant qualitative indicators.
1.2: Communicate the shared vision so the entire school community understands and acts on the school’s mission to become a standards-based education system.
1.3: Use the influence of diversity to improve teaching and learning.
1.4: Identify and address any barriers to accomplish the vision.
1.5: Shape school programs, plans, and activities to ensure that they are integrated, articulated through the grades, and consistent with the vision.
1.6: Leverage and marshal sufficient resource, including technology, to implement and attain the vision for all students and all subgroups of students.
STANDARS 2: ADVOCATING, NUTURING, AND SUSTAINING A SCHOOL CULTURE AND INSTRUCTIONAL PROGRAM CONDUCIVE TO STUDENT LEARNING AND STAFF PERSONAL GROWTH.
2.1: Shape a culture in which high expectations are the norm for each student as evident in rigorous academic work.
2.2: Promote equity, fairness, and respect among all members of the school community.
2.3: Facilitate the use of a variety of appropriate content-based learning materials and learning strategies that recognize students as active learners, value reflection and inquiry, emphasize the quality versus the amount of student application and performance, and utilize appropriate and effective technology.
2.4: Guide and support the long-term professional development of all staff consistent with the ongoing effort to improve the learning of all students relative to the content standards.
2.5: Provide opportunities for all members of the school community to develop and use skills in collaboration, distributed leadership, and shared responsibility.
2.6: Create an accountability system grounded in standards-based teaching and learning.
2.7: Utilize multiple assessments to evaluate student learning in an ongoing process focused on improving the academic performance of each student.
STANDARD 3: ENSURING MANAGEMANT OF THE ORGANIZATION, OPERATIONS, AND RESOURCES FOR A SAFE, EFFICIENT, AND EFFECTIVE LEARNING ENVIRONMENT.
3.1: Sustain safe, efficient, clean, well-maintained, and productive school environment that nurtures student learning and supports the professional growth of teachers and support staff.
3.3: Establish school structures and processes that support student learning.
3.4: Utilize effective systems management, organizational development, and problem-solving and decision-making techniques.
3.5: Align fiscal, human, and material resources to support the learning of all subgroups of students.
3.6: Monitor and evaluate the program and staff.
3.7: Manage legal and contractual agreements and records in ways that foster a professional work environment and secure privacy and confidentiality for all students and staff.
STANDARD 5: MODELING A PERSONAL CODE OF ETHICS AND DEVELOPING PROFESSIONAL LEADERSHIP CAPACITY.
5.1: Model personal and professional ethics, integrity, justice, and fairness, and expect the same behaviors from others.
5.2: Protect the rights and confidentiality of students and staff.
5.3:Use the influence of office to enhance the educational program, not personal gain.
5.4: Make and communicate decisions based upon relevant data and research about effective teaching and learning, leadership, management practices, and equity.
5.5: Demonstrate knowledge of the standards-based curriculum and the ability to integrate and articulate programs throughout the grades.
5.6: Demonstrate skills in decision-making, problem solving, change management, planning, conflict management, and evaluation.
5.7: Reflect on personal leadership practices and recognize their impact and influence on the performance of others.
5.8: Engage in professional and personal development.
5.9: Encourage and inspire others to higher levels of performance, commitment, and motivation.
5.10: Sustain personal motivation, commitment, energy, and health by balancing professional and personal responsibilities.
