Best Practices in Mathematics: Building Capacity for Teaching and Learning Mathematics through the 3Rs: Resources; Research; and Reflection (Professional Study Groups)

The Best Practices in Mathematics professional development program is designed to support school leaders and coaches in their work with classroom teachers, students and parents. A major focus of our efforts is to develop, strengthen, and enhance the instructional practices of classroom teachers. Also, since supervisors are an integral component of the professional development program being implemented in a school, their collaboration and support are welcomed as a means to complement our professional development in the following ways:

• Focus on sound pedagogy during observations;
• Promote school wide initiatives that focus on mathematics;
• Support the partnership role(s) of parents in the educational process;
• Conduct grade/department/faculty meetings that focus on instructional practices that are rooted in scientifically/evidenced based research;
• •Create a math- rich learning environment which promotes and supports life long learning, e.g., professional study groups for teachers.

Key points of the Best Practices in Mathematics professional development program are aligned to and supportive of the rigorous and challenging content and process standards promulgated by the National Council of Teachers of Mathematics, the New York State Education Department, the New York City Department of Education, as well as the regional and local standards of school districts in the metropolitan area. Central components of the program include, but are not limited to the following:

1. Analyze data to inform and redirect instruction;
2. Use of standards which are recognized as rigorous and challenging;
3. Integrate process and content standards e.g., problem solving, communication, connections, reasoning;
4. Identify and use technology for both professional development and as a resource for challenging students;
5. Align instruction with standards and assessment;
6. Provide support for all constituencies in the learning community with a test sophistication model which focuses on: content; vocabulary/language; format graphics; rubrics, and distracters;
7. Demonstrate sound pedagogy, proven strategies, and effective practices for supporting classroom management and through demonstration lessons, co-teaching and other models;
8. Customize a professional development plan to meet the identified needs of the school community;

Joseph A. Porzio, Project Associate, is the team leader of veteran educators who have background, experience, knowledge, and pedagogical skills in the area of mathematics . . Moreover, they are all active members of the mathematics community on local, state, and national levels. Many continue to present at mathematics conferences at the state and local level. Over the years, they have made significant contributions in the areas of curriculum writing, test development, and professional development. .

Leaders of professional development programs at the state, city, and regional levels have expressed kudos for team members. Site based principals, coaches and classroom teachers recognize and appreciate the support offered by the NYU mathematics team members in their efforts to meet the needs of all students. Porzio recently stated “We look forward to supporting and facilitating the New York State mathematics rollout, during the 2005-2006 school year, as we continue in our relentless pursuit of excellence in mathematics.”