Technical Support for Kentucky Mathematics Center Coaching Teaching

  • Eakin, Paul (PI)
  • Kubota, Kenneth (CoI)

    Grants and Contracts Details


    Professional Development of Mathematics Coaches Summer 2006 and Academic Year Fall 2006 - Spring 2007 "An innumerate citizen today is as vulnerable as the illiterate peasant of Gutenberg's time." Lynn Steen, The New Literacy Professional Development of Mathematics Coaches Summer 2006 and Academic Year Fall 2006 - Spring 2007 Overview In spring 2005, recognizing that mathematical proficiency is a gateway skill necessary for all Kentucky schools to achieve their academic goals the Kentucky Legislature passed HB 93 in support of mathematics teaching and learning in Kentucky. As part of the bill, the Committee on Mathematics Achievement was formed and set the following four goals: •• • • Enhance knowledge of and access to exemplary mathematics research and resources. Create an environment that is conducive to building mathematics capacity. Expand teachers' mathematical content knowledge, pedagogical skills and knowledge, and enjoyment of teaching mathematics. Increase the number and the retention rate of Kentucky teachers with expertise in mathematics and mathematics teaching. Northern Kentucky University The NKU proposal, submitted to the Council on Postsecondary Education, to house the Center for Mathematics Achievement addressed plans for the training and support of mathematics coaches. A summary ofthese plans is given below. Mathematics coaches for al1 grade levels will be trained to work with mathematics teachers in their classrooms, provide professional development, and serve as a resource. The Center for Mathematics wil1 house the Coaching Program Coordinator (Gary Palmer) who will coordinate the professional development of the personnel to be housed at each of the eight state universities. The coaches' preparation will include knowledge of, and expertise in, strategies and programs that build teachers' mathematics knowledge, enhance teachers' ability to differentiate instruction and develop students' mathematical power and reasoning, and engage teachers in a variety of job-embedded professional development including learning communities, lesson Teacher Professional Growth Fund Proposal
    Effective start/end date5/15/066/30/07


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