Objectives

The focus of the coaching efforts at Athena Middle and High School for the 2011-2012 school year will be on improving the mathematical achievement of both general and special education students, specifically in algebra.  Algebra is often considered a gateway for students from all backgrounds to greater opportunities by facilitating achievement in upper level mathematics courses, acceptance into college, and economic equity in the workforce (Ladson-Billings, 1997; Tate & Rousseau, 2002).  Unfortunately, algebra is also an area where many Athena students struggle.

As a math coach, I would like to improve the strength of quarter grades, state assessment scores, student engagement, and teacher professional development.  Some of my specific coaching objectives are as follows:

1. Maximize the passing rate and the growth of algebraic understanding of all students in middle and high school math courses and state assessments
2. Maximize the number of all students reaching mastery in middle and high school math courses and state assessments
3. Early identification of struggling students
4. Identifying strategies to target struggling students
5. Using research-based best practices in mathematics instruction
6. Integrating technology (SMART boards, clickers, aleks, wikis, calculators, etc.)
7. Minimizing transition issues between middle and high school
8. Increasing the effectiveness of our AIS programs

I am available in any way possible to help students and teachers to achieve their goals and maximize the effectiveness of the learning process at Athena.

——————————

References: Ladson-Billings, G. (1997). It doesn’t add up: African American students’ mathematics achievement. Journal for Research in Mathematics Education, 28(6), 697-708.

Tate, W., & Rousseau, C. (2002). Access and opportunity: The political and social context of mathematics education. In Handbook of international research in mathematics education, 271-300. Mahwah, NJ: Erlbaum.