1. Re-Thinking Pre-College Math: From “Professional Development” to “Professional Learning” August 2011 Institute

2. Faculty support through professional “community of practice” Improving Student Learning in Math: Core Educational Practice Achieving our goals of increasing student engagement in math and deepening their mathematical understanding, involves 1) curricular change, 2) more reflective and intentional instruction, and 3) more focused and higher-quality assessments. You need to address all three areas but the real levers of change in student learning are the latter two…

3. Key Elements of RPM Project Shared understandings and collective responsibilities Collaborative inquiry and “empirical tinkering” focused on core areas of educational practice Targeted focus on increasing student engagement and improving mathematical understanding Exploration of beliefs and professional identities

4. Logic Model I.Student success in precollege math is directly linked to their experiences in math classes, and students who experience more engaging, relevant learning are more likely to succeed. II.Groups of teachers can improve student success in precollege math courses if they are supported in examining assessment, curriculum and pedagogical practices and if they are invited to use faculty inquiry groups informed by classroom exchanges and formative classroom assessment techniques. III.The three core practices in the project—CATs, classroom exchanges, and faculty inquiry groups--are intended to help build the capacity of individual teachers, groups of teachers, and ultimately departments, to think critically about the relationship between teaching practices and student learning, with the goal of changing teaching practices in ways that increase student learning.

5. Logic Model: Rethinking Pre-College Math Program assets/ College context Student Success/ achievement Faculty Inquiry Groups Classroom Assessments Classroom Exchanges COMMON PRACTICES