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:
- Maximize the passing rate and the growth of algebraic understanding of all students in middle and high school math courses and state assessments
- Maximize the number of all students reaching mastery in middle and high school math courses and state assessments
- Early identification of struggling students
- Identifying strategies to target struggling students
- Using research-based best practices in mathematics instruction
- Integrating technology (SMART boards, clickers, aleks, wikis, calculators, etc.)
- Minimizing transition issues between middle and high school
- 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.