Supporting Educators' Implementation
The goal of math pathways at the secondary level is to provide all students with rigorous, relevant, and engaging math learning opportunities that will set them up for their future academic and career pursuits. New pathways require new math courses as well as shifts in the content and pedagogical approach to teaching current courses. Educators need resources and support to make these changes and ensure they are providing students with the instructional opportunities they need. This section includes resources for teachers, administrators, and school counselors to help them identify and address gaps in their knowledge and skills to make these changes.
Math Pathways Resources for Educator Implementation
This blog post has examples of processes and resources from central Texas that support students in choosing mathematics classes, including a that provides specific support for school counselors and educators who support students.Source: Charles A. Dana Center, Genesis Moren.
This framework is intended to guide the development of courses that will prepare students with the mathematics they need for success in postsecondary education and careers. Additional resources to support implementation of math pathways can be found in the .Source: Ohio Department of Education.
School administrative units (SAU) can use this tool to guide discussions about planning support and professional learning for educators to implement pathway enrollment.
See Resource“Students choose pathways based on their future aspirations. Students are not placed based on perceived preparation levels.”
- Ohio Department of Education
The TRU framework can be used when planning high-quality professional learning for secondary mathematics educators. Its five dimensions focus on creating powerful learning environments in actionable ways.Source: Alan H. Schoenfeld, University of California, Berkley.
This set of resources includes a trainingfor school counselors and curriculum directors, aand a set ofto go with it.Source: Ohio Department of Education.
These are example descriptions of courses that could be part of the math pathways options for students.
NCTM identifies principles, actions, and teacher practices that are essential for high quality mathematics instruction. An executive summary can be found . Professional learning resources are available on the website.Source: National Council of Teachers of Mathematics
MSAD 11 profile: This fb88 school administrative unit (SAU) has invested significant efforts in strengthening teachers’ pedagogical and content knowledge PK-12 through coaching and professional learning prior to introducing new resources or courses.Source: R1CC, fb88 DOE, MCSS, and fb88 Math Pathways Working Group Members
This research brief shares findings, takeaways, and questions about math pathways based on interviews with California high school math teachers who had begun teaching new mathematics courses.Source: Education Insights Center at California State University, Sacramento: Advancing Research and Policy for K-12 and Postsecondary Education