Back to: [Math]odology Leadership Onboarding Introductory Sample
Now that you have determined who is on your Collaborative Action Team and developed a shared vision for math teaching and learning, you are ready to evaluate potential curriculum resources. In this lesson, you will have an opportunity to think about what to consider as you review curriculum resources and how to evaluate them effectively. Outlined below are recommended steps to follow during this process.
Step 1: Request Sample Materials and Determine Timeline
Before beginning a curriculum study, you must first determine how many resources to review. This work can be time consuming, so consider selecting only your top 2 or 3 resources to review with your team. Once you have identified the curriculum resources you’ll be evaluating, reach out to the publishers to request sample materials and access to digital platforms. During this step, you’ll also want to determine the length of time you’ll test the resource(s) before making a final decision. Watch the video below to find recommended pathways to pilot think!Mathematics and/or Developing Roots.
Step 2: Create a Rubric
Many states and districts have Mathematics Curriculum Evaluation Rubrics already created, but it is also possible to create your own that aligns with your shared vision. This rubric will be your guide as you go through the curriculum study. Take a look at the sample rubric below and compare it to the shared vision statement. What do you notice? How do the criterion on the rubric align with the vision statement? You will have an opportunity to create your own rubric with your CAT at the end of this lesson. Once you have your rubric ready to go, you are ready to begin the study. Decide how long you will implement the study before ending your evaluation period. Throughout the process, you’ll provide regular updates to all key stakeholders, including faculty members, administration teams, and Boards of Education. Communication builds trust, manages expectations, and fosters buy-in from the entire school community.
Step 3: What Does the Research Say?
As you are going through the study process, it is important to think about how the curriculum resources are backed by research. This video provides some insight into the research behind think!Mathematics.
Step 4: Questions to Ask the Publisher
At the end of the study process, you may find that you have some unanswered questions to be addressed. The following are examples of some helpful questions to ask the publishers that could aid you in your decision-making process.
Q: How are the resources aligned to the Common Core State Standards? Could you provide a Common Core State Standards correlation guide?
A step in your evaluation process is to confirm that the curricular resources align with your state standards. Requesting a Common Core State Standards (CCSS) correlation guide will enable your team to review the alignment and determine if the program meets your instructional requirements.
Q: How is your resource research-based?
The programs you consider must be built from a solid research base and must be studied for efficacy. Publishers should be able to explain the research-based practices and reference studies. This will demonstrate the pedagogical soundness and effectiveness of their programs.
Q: How can I speak with a district that is currently using think!Mathematics or Developing Roots?
Connecting with other program users provides invaluable insights into the adoption and implementation process. Request opportunities to speak with districts currently using think!Mathematics or Developing Roots. Their experiences can offer perspectives based on their experiences with challenges, successes, and best practices.
Q: What is the timeline for edition updates? If it is within a short time after your adoption, ask how the district will be compensated.
Adopting a new curricular resource represents a significant financial commitment. To be fiscally responsible, it’s important to understand the publisher’s timeline for edition updates. If an update is anticipated shortly after your potential adoption, inquire about how your district will be compensated or supported to ensure you’re not left with an outdated version shortly after your investment.
Q: What professional learning do you offer?
Effective implementation of new resources relies heavily on effective professional learning. Ask Mathodology about the types of professional learning offered for both think!Mathematics and Developing Roots. This includes understanding the format (in-person, virtual), topics covered, cost, and ongoing support to ensure growth in teachers’ capacity. The team at Mathodology has a comprehensive PL offering that can be customized to build the capacity of your teachers, which equates to student success. You can learn more about the PL opportunities that Mathodology provides here.
Q: What resources do you provide to support the school-home connection?
Providing family members with information about what math is taught, how it is taught, and why it is taught is important. Families are an important part of their mathematicians’ learning journey. You’ll learn more about the supports that are provided in the think!Mathematics and Developing Roots curriculums in a later module.
Q: What experience do your coaches and support team have with the curricular resource(s)?
It is important to understand how knowledgeable and experienced the coaches and support staff from the publishing company are with the curricular resource at hand. Have they taught using the resource before? Have they been teachers themselves? Many companies often send salespeople or coaches who have never taught the program to support implementation at schools. Be sure to ask about the experience of those that will be supporting you.
Here you can find some frequently asked questions around the Mathodology curricula.
Step 5: Gather Feedback
At the end of the study, you’ll want to have a way to gather feedback from teachers and staff members. This is when you will revisit the rubric you created at the beginning of your study, and ask teachers to evaluate the resources using the rubric. To simplify the process of gathering feedback, consider using a free online tool like Google Forms. This allows team members to submit their feedback digitally, making it easy to compile and analyze.
Benefits of Using an Online Form:
- Customization: You can easily create a custom form with multiple-choice questions, rating scales, and open-ended short answers.
- Anonymity: Forms can be set to be anonymous. This may encourage more candid responses from team members who might feel more comfortable sharing their thoughts without their name attached.
- Data Analysis: Once you have collected the responses, you can easily view the results in a clear, visual format. For example, Google Forms automatically generates charts and graphs, such as pie charts, that provide a quick overview of the team’s feedback. This makes it easy to share the results and show that the final decision is a collective one.