Implementing and using mathematics standards in North Carolina

School Science and Mathematics, Oct 2001 by Joyner, Jeane M, Bright, George W

Wendy Rich, a lead resource teacher in Randolph County, described what is happening in her school system this way:

The first step for us in Randolph County has been to utilize our math contacts within each of our schools. Basic information has been shared with them so that they can share with their school's faculty. Our next step was to inform our administrators. We met following one of the monthly principals' meetings to present an overview of the Principles and Standards and to highlight important aspects that we felt were a must for them. These meetings were designed to be an overview, not an in-depth look. Our next step next year will be informal discussion groups in a "book talk" forum that will meet quarterly to discuss assigned readings from the document. Renewal credit will be offered for those who participate (personal communication, March 20, 2001).

Mathematics consultants from the Department of Public Instruction have disseminated information about the Principles and Standards in a number of other ways. In the summer of 2000 they provided a copy ofthe Principles and Standards for each middle and high school department chair at the Department of Mathematics Chairs Conference and orchestrated a session about the document. Presentations about the Principles and Standards became part of the North Carolina Council of Teachers of Mathematics fall state mathematics conference and spring regional conferences. A portion of the 2000 state mathematics supervisors I conference was devoted to the Principles and Standards, as have been portions of the sessions that are part of the University of North Carolina's special programs for principals and assistant principals. As of spring 2001, these efforts have resulted in distribution of approximately 3,000 copies of the Principles and Standards overview booklet to teachers and administrators in North Carolina.

Providing information about the Principles and Standards to leaders in the 2,000 schools in North Carolina is a goal of the Department of Public Instruction. Every school system has an Eisenhower Coordinator, so these leaders have become part of the Principles and Standards dissemination effort. In their February 2001 meeting, the Eisenhower Coordinators were given a CD and leaders' notes for two workshops of 3 hours each for administrators. Targeted specifically to principals, the materials include a PowerPoint presentation, video clips, workshop activity sheets, and a detailed workshop outline. Similar materials will be available through NCTM as the organization updates materials about the Principles and Standards.

North Carolina's Continuing Commitment to Standards

As North Carolina continues to strive for greater mathematics achievement for all students, state leaders recognize that the parents, community leaders, K-12 teachers, and other mathematics educators must come together to craft guidelines reflecting the mathematics North Carolina wants all students to learn. Wise decisions about SCS revisions, textbooks and other curriculum materials, the use of technology, classroom assessment and state testing, and support for teachers and students must be made. In the next few years teachers and policy makers must move from awareness of the Principles and Standards to in-depth examination of the document as a resource for discussions and decisions. New projects with strong ties to reform-based curricula are beginning as statewide initiatives (e.g., TEAM II, which is an extension of the original TEAM project) and in local districts. The North Carolina Council of Teachers of Mathematics continues to increase in membership and become more active in reaching out to the public, as well as serving its membership. University faculty are collaborating with school systems to provide standardsbased professional development opportunities. North Carolina is continuing its commitment to improved mathematics education through the efforts of leaders from all parts of the mathematics community.