What Can Administrators Do?

  • Embrace the overarching goal of math proficiency for all.

  • Promote the idea to teachers and parents that math proficiency for all is both desirable and achievable.

  • Become an instructional leader in your school.

  • Spend time in math classrooms observing teachers and coaching teachers on teaching for proficiency.

  • Provide for a math curriculum aligned with the goal of math proficiency and expect teachers to design their instructional program accordingly.

  • Hire one or more math specialists for each elementary school.

  • Ensure that sufficient time is allocated for learning math.

  • Provide time and resources for ongoing district-wide and school-based professional development focused on math.

  • Make available teacher stipends, released time, and other support for substantial and sustained professional development.

  • Focus on coherent, multi-year programs.

  • Attend staff development activities for administrators to become familiar with math proficiency and with how proficiency is attained.



The National Academies | 500 Fifth St. N.W. | Washington, D.C. 20001
Copyright © National Academy of Sciences. All rights reserved.
Terms of Use and Privacy Statement



Below are the first 10 and last 10 pages of uncorrected machine-read text (when available) of this chapter, followed by the top 30 algorithmically extracted key phrases from the chapter as a whole.
Intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text on the opening pages of each chapter. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.

Do not use for reproduction, copying, pasting, or reading; exclusively for search engines.

OCR for page 38
Helping Children Learn Mathematics What Can Administrators Do? Embrace the overarching goal of math proficiency for all. Promote the idea to teachers and parents that math proficiency for all is both desirable and achievable. Become an instructional leader in your school. Spend time in math classrooms observing teachers and coaching teachers on teaching for proficiency. Provide for a math curriculum aligned with the goal of math proficiency and expect teachers to design their instructional program accordingly. Hire one or more math specialists for each elementary school. Ensure that sufficient time is allocated for learning math. Provide time and resources for ongoing district-wide and school-based professional development focused on math. Make available teacher stipends, released time, and other support for substantial and sustained professional development. Focus on coherent, multi-year programs. Attend staff development activities for administrators to become familiar with math proficiency and with how proficiency is attained.