CDE

images.jpgThe following is the text of the final drafts of the Colorado Mathematics Content Specialist Vision and Duties documents. Please review these documents and share your comments at the bottom. Also included are the Word document versions available for download. The intention is to have this document prepared and available for an upcoming COmath meeting where we will present it to the relevant stakeholders from CDE. Thanks again for your continued work and support for ALL children in Colorado.

 

 

Colorado Mathematics Content Specialist

Vision

The Colorado Mathematics Content Specialist for the Colorado Department of Education believes in, emulates all components of, consistently models, fosters understanding of, and facilitates state-wide implementation of the National Council of Teachers of Mathematics vision for school mathematics, as follows:

Imagine a classroom, a school, or a school district where all students have access to high quality, engaging mathematics instruction. There are ambitious expectations for all, with accommodation for those who need it. Knowledgeable teachers have adequate resources to support their work and are continually growing as professionals. The curriculum is mathematically rich, offering students opportunities to learn important mathematical concepts and procedures with understanding. Technology is an essential component of the environment. Students confidently engage in complex mathematical tasks chosen carefully by teachers. They draw on knowledge from a wide variety of mathematical topics, sometimes approaching the same problem from different mathematical perspectives or representing the mathematics in different ways until they find methods that enable them to make progress. Teachers help students make, refine, and explore conjectures on the basis of evidence and use a variety of reasoning and proof techniques to confirm or disprove those conjectures. Students are flexible and resourceful problem solvers. Alone or in groups and with access to technology, they work productively and reflectively, with the skilled guidance of their teachers. Orally and in writing, students communicate their ideas and results effectively. They value mathematics and engage actively in learning it (NCTM, 2000, p.3).

NCTM. (2000). Principles and standards for school mathematics. Reston, VA: Author.

Duties

This mathematics content specialist will:

Desired qualifications

Knowledge and understanding of:

Experience in:

Other considerations:

Word Documents

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14 Comments Add your own

  • 1.    Larry Linnen  |  February 6th, 2008 at 6:11 pm

    Looks comprehensive and well done.

  • 2.    Carla Haas  |  February 7th, 2008 at 4:28 am

    Under duties, in the fourth bullet down, we mention communication with Title I and SPED. I would also like to see GT (gifted) included in that list. We could use some direction on how to best serve these needs as well.

    Love the addition of maximizing the CDE website as a clearinghouse for information. Thanks for adding it.

    You nicely were able to remove the words “reform curricula” but keep the ideas. Nicely done.

    Some important additions are included in the “Other Considerations” sections that didn’t fit anywhere else. Good idea to add that section.

    Thanks so much for all of your efforts to make the ideas of the group and refined and polished document. We appreciate it!

  • 3.    Tom Hibbs  |  February 7th, 2008 at 6:16 am

    Nicely done. This should serve as an example for other leadership groups to collaborate with CDE and respond to the needs of the educators and students whose interests they represent.

  • 4.    Janice A. Fisher  |  February 7th, 2008 at 6:42 am

    Good job!l Thanks to you who created this. Only one possible change:
    Under “Knowledge and Understanding of”, the third bullet, “Mathematics curricula”–was that phrase intended to mean the standards upon which we base our teaching? If so, standards are specifically addressed in a later bullet. Or was the phrase “Mathematics curricula” intended to mean the various textbooks, software, etc. available — the programs or series available? Or both???

  • 5.    Debbie Snemyr  |  February 7th, 2008 at 8:08 am

    The vision and job description look great! Thank you for all the hard work and effort that went into this most important and valuable project! I am pleased that we have a voice and that we have been well represented!

  • 6.    cindy andrews  |  February 7th, 2008 at 8:59 am

    Excellent work. One suggestion on bullet #4 that identifies Title 1 and Special Ed – I would like to see it reflect any student with unique needs including Gifted, ESL, as well as struggling students.

  • 7.    Rachael Risley  |  February 7th, 2008 at 10:39 am

    The document looks great. Thanks

  • 8.    gale mills  |  February 7th, 2008 at 10:47 am

    I like it. Very well done.

  • 9.    amy scheff  |  February 8th, 2008 at 1:33 pm

    You guys are amaing! Thanks for all of your hard work!

    I agree with Janice and CIndy that these other “sub-groups” should be added.

    Under the duties section, the last bullet may be confusing to understand I think I know what is meant since was at the original meeting but I am not sure that those not in attendance will. Does this mean that they will advocate for district level and other math specialists?

    I also wonder if there should be some knowledge of various learning frameworks (or continuum) as in the focus of the Regis class Glenn organized the summer before last. I would love that but not sure if it asking too much!

    Again, amazing work! Thanks!!!

  • 10.    Jim Hogan  |  February 9th, 2008 at 11:32 am

    I agree with that idea of adding G/T and ELA to that fourth bullet under duties.
    I think it’s a great document.

  • 11.    Kathy Dyer  |  February 9th, 2008 at 7:28 pm

    My suggestions already appear. Thanks so much for wonderful words to support math for learners in Colorado!

  • 12.    Kate Canine  |  February 10th, 2008 at 6:41 am

    Thank you to the group for all this work. The documents look great.

  • 13.    Elaine Shea  |  February 10th, 2008 at 12:02 pm

    I think the main points are accurate and will provide math leaders with a highly qualified liason at CDE. How large or small is the group of candidates who might be qualified to meet the broad skills and experience described in the draft for this position? As a native, I think it is important to find someone who understands Colorado’s education system quite well to be effective with those of us on the front lines of instruction in the P-20 classrooms and schools/colleges.

  • 14.    Lew Romagnano  |  February 11th, 2008 at 4:48 am

    This is a strong document. I have just a couple of things to add to the tholughtful comments posted already. First, I’m wondering if the bullet under “knowledge and understanding of…” that reads

    • Mathematics instruction and mathematics leadership

    and the bullet that reads

    • Instructional practices that support mathematics learning from pre-school through higher education

    are somewhat redundant. Perhaps the first bullet could just say

    • Mathematics leadership.

    Second, in response to Janice’s post, maybe the third bullet can be reworded as follows:

    • The full range of mathematics curriculum materials

    My last comment is a small one. I think we should use “mathematics” rather than “math.” Both words appear in the document.

    Thanks again for all your hard work.

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