Although we had teacher training, diverse software and tools like Ozobots, our approach remained largely informal. It became clear we needed a more standardized system to better serve our students, especially during events like our annual coding summit, which relied heavily on manual project grading.

To further strengthen the learning path for our students, we sought out an online software solution that could guide them from coding novices to advanced learners, while also providing clear rubrics and consistent evaluation criteria. While the tools we had been using fostered creativity and engagement, we realized the need for a platform that offered more structure and long-term development.

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We wanted to continue the success of our coding summit but ensure it remained neutral and standardized, with specific tasks and skill sets covered at every level. With , we knew students could progress smoothly from beginner to advanced coders within a unified, consistent curriculum.

Here are eight key benefits we’ve discovered since implementing a standardized coding curriculum:

1. Establishes a unified learning pathway

Previously, we used multiple software tools and training programs without a cohesive strategy. That began to change when I joined the Innovation, Strategy, and Educational Technology department a few years ago. Now, we’ve identified solutions that take students from zero coding experience to proficiency with a clear, structured learning pathway.

2. Levels the playing field for students and instructors

A game-based computer science platform has allowed us to reach far more students than traditional methods. It offers cost-effective scalability, as virtual tools eliminate the constant need for physical robots, leveling the playing field for students and reducing the burden on instructors. Teachers no longer need to worry about maintaining physical robots, letting them focus on instruction.

3. Promotes equitable access to STEM education

Our district���s commitment to STEM education ensures opportunities for all students, especially those who might not otherwise have access. Serving a student population that is over 90% Hispanic, with many families speaking Spanish as a primary language, we have embraced the game-based platform���s automatic translation features. These tools empower students with lower English proficiency to fully engage in coding, collaborate with peers, and succeed in their STEM education.

4. Bridges the gap between coding and robotics without expensive tools

Our elementary (grades 4���5) students begin their coding journey by learning foundational skills that prepare them for working with physical robots like Ozobots as they progress. Middle School (grades 6-8) students use the platform to explore more advanced programming and robotics concepts before they engage in hands-on, real-world scenarios with physical robots. This virtual-to-physical progression is a cost-effective and educationally sound approach.

5. Builds a comprehensive STEM pathway from elementary to high school

Our middle school students now have access to a cyber robotics course, which began this school year using Blockly coding. This course has attracted a diverse range of students, including those with no previous coding experience. By offering engaging, accessible coursework, we aim to spark their interest early, ensuring they have the skills to continue coding and robotics as they move into high school.

6. Prepares students for future career opportunities

Coding is a critical skill for the future workforce, and Brownsville ISD is committed to preparing students for success. With SpaceX and other industries creating new opportunities in our region, we���re ensuring that our students have the skills and education to explore a variety of career paths. Our district is dedicated to delivering a quality education that aligns with the evolving job market.

7. Increases student engagement in coding and robotics

Interest in our after-school coding clubs has grown steadily, with 31 schools in the district now using the game-based platform. Additionally, 27 campuses participate in our coding club, with overwhelmingly positive feedback from students and educators alike. This includes our “Girls Can Code” summer programs, which provide additional opportunities for students to explore their interests in STEM fields.

8. Helps our district shine in the STEM education landscape

With the increasing demand for highly skilled employees in our area, driven in part by the presence of companies like SpaceX, our district has focused on creating meaningful opportunities for our students. Our enhanced STEM programs���especially in computer science, coding and robotics���are unique and have led some families to return to Brownsville ISD for the specialized education we offer.

Bridging the gap between virtual and physical worlds

Our students say they want to learn more about computer coding and robotics. Ultimately, our goal is to provide equitable access to coding education for all students, and our game-based coding platform is helping us achieve that by bridging the gap between virtual learning and hands-on experience in the real world.

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Brawley’s district transformation ensures that students start coding, building robots and playing esports in elementary school, continuing with those subjects through 12th grade. Students also have opportunities to compete with their classmates, other schools and other districts all along the way.

“As far as science, technology, engineering arts and math goes, I would put Compton at the forefront in terms of what’s happening in the space for K through 12 education,” Brawley asserts. “If you were to attend one of our esports competitions, you would think you’re in a basketball gymnasium in the championships or playoffs.”

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Last year, drones were added to the district’s STEAM offerings in middle and high school. STEAM subjects engage students who were not previously involved in school activities, and they can now participate during and after school and in summer technology camps.

“They’re involved in esports, they’re involved in robotics, they’re involved in drone competitions,” he explains. “We’ve been able to reach a different student population, in terms of their interests, and we’ve been able to cultivate that and take things to a new level.”

And it’s all geared toward career paths that, for some, will run through a four-year college. Brawley was inspired to make Compton a STEAM district by a visit he and his team took the headquarters of one of the world’s leading tech companies about 10 years ago.

“I was just shocked with what I saw because there were no workers that looked like me or the kids that we educate���there weren’t Black and Mexican people working there,” he explained. “So we came back with a mission to eliminate that opportunity gap for the students that we serve. We knew that if we didn’t come back and implement something dramatic… we weren’t doing our job.”

The state of California recognized Compton USD for making the largest math and ELA gains of any district where 90% of students come from low-socioeconomic households, or are English learners, in foster care, experiencing homelessness, or from other historically marginalized groups. The graduation rate during Brawley’s tenure has risen from 58% to 93%.

Compton USD educators reached these benchmarks by continuously monitoring progress with his administrators and educators. For instance, he has monthly data chats with his principals. “People usually look for a type of leadership, right? ‘Transformational leadership,'” he concludes. “But my leadership comes through teaching people how to become better leaders. I try to implement that with the individuals who serve under me.”

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Webster County High School, where I teach, is committed to preparing students for life after graduation, whatever path they follow. I believe that scientific literacy is essential for every high school graduate because it equips them with the skills to evaluate information critically, make informed decisions and understand the impact of science on everyday life.

An ongoing challenge that our school faces is that students who don���t plan to attend a four-year college also tend not to buy into state testing. As a result of this, midway through last year, only 4% of our students scored ���proficient-distinguished��� on science assessments. In response, we adopted a new curriculum, enhanced our PLCs, and had more data-focused conversations���and that figure rose to 20 percent by the end of the school year. Here are the key steps we took to support educators and students.

Choosing a new curriculum

We looked at a few curricula, and found that some of them offered an assessment platform and not much else. At the recommendation of a neighboring principal, we chose ���s digital High School Science Curriculum because it offers phenomena-based, adaptable lessons that resonate with students. For example, teachers can make ecology relevant by using a local phenomenon such as hunting as an entrance point. Kognity is also aligned with the Next Generation Science Standards (NGSS). With our state standards in flux, it was nice to have a curriculum with such a clear structure.

To make sure that the curriculum was right for us, another teacher and I piloted it first. We also held PD sessions and meetings so other teachers could learn about the program and share concerns. As we began to roll out the platform in our science classrooms, students initially hesitated at the change, but they soon embraced the platform���s phenomena-based approach to science education.

Empowering students and teachers

To further enhance the students’ learning experience, I have also been adding more hands-on labs and assigning question-based activities. This encourages them to explore and research in ways that allow them to incorporate personal interests and curiosities into their learning. This comprehensive strategy has shown a direct correlation with improved understanding and retention of science concepts among our students.

This change in approach has positively impacted both students and teachers. Webster County High School���s Professional Learning Community has expanded and improved this year, allowing my colleagues and me to share valuable insights and observations that help us continue to refine our teaching strategies. Our district���s teacher mentoring program has also begun to host data-driven conversations that we were not previously able to have due to a lack of data-tracking resources, and we can offer refreshers on subjects that students have found challenging.

Overcoming barriers to teaching and learning science

Like many science teachers, I entered the field as a second opportunity. When I first started in the science department, I was given standards and a curriculum and was essentially left to ���fend for myself��� and navigate the process of aligning standards with the curriculum. Having the alignment already incorporated into learning modules allows me to focus on teaching and engaging students.

Device compatibility is another barrier to adopting any new curriculum, and it certainly makes my life easier to have a platform that is compatible with my students��� Chromebooks. At the beginning of class, I can jump right in walking students through materials���in both English and Spanish, if they need it.

Of course, any time you adopt a new curriculum, there is a period of adjustment, so my advice to teachers working with new platforms is to stick with it and don���t be afraid to ask for help.

The improvement in my students��� science scores last year was due to a number of factors, but I will always credit taking the leap into a new curriculum as a significant contributor. By embracing a new approach to science instruction, we’re not just improving test scores. We’re equipping students with the skills they need for college and careers in our ever-evolving world.

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From STEM to general education, the lessons we���ve learned through student and instructor feedback have proved universal. Students don’t want to be fed answers and educators need to ensure their students are learning, not just cheating.

One of the most enlightening insights from this year has been understanding how students engage with content through multiple senses���sight, sound and interaction. The rise of short-form videos and multimodal learning resources has shown us that students benefit immensely when we cater to diverse learning styles. By incorporating visual aids, interactive elements and audio, education is becoming more accessible and engaging.

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This accessibility is key to the democratization of education, making subjects that previously were difficult to approach in the Sciences and Mathematics easier to understand without reliance on privileges like tutors or funded programs. Higher education is becoming more attainable for students through online programs that provide the tools to supplement learning.

I believe the future of learning depends on commitment to a hybrid approach, combining the unique human educator teaching approaches with the versatility of AI. Educators bring nuance, empathy, and context that technology alone cannot provide. This collaboration must be instrumental in shaping content, ensuring it is not only pedagogically sound but also resonates with students on a personal level.

Looking ahead to 2025, I anticipate several key trends that will further enhance the fusion of educators, AI and multimodal learning:

1. Expansion of multimodal learning experiences: Students will increasingly expect learning materials that engage multiple senses. Integrating short-form videos created and vetted by actual educators, interactive simulations, and audio content will cater to different learning preferences, making education more inclusive and effective.
2. Deepening collaboration with educators: Teachers will play an even more critical role in developing and curating multimodal content. Their expertise ensures integrating technology enhances rather than detracts from the learning experience.
3. Leveraging audio models for accessible learning: Audio learning will become a significant education component. Using advanced audio models, we can give students the flexibility to learn anytime, anywhere, accommodating those who prefer auditory learning or to learn while multitasking.
4. Hybrid learning models becoming the norm: Blended learning environments that combine in-person instruction with AI-driven, multimedia-rich online resources will become standard. This approach acknowledges that while technology can significantly enhance learning, the human touch remains essential.
5. AI-powered personalization enhanced by multimedia: AI will deliver personalized learning paths enriched with various content formats. By adapting to individual learning styles���visual, auditory or kinesthetic���we can make education more engaging and effective.

As we step into 2025, I am more optimistic than ever about the future of education. By embracing a hybrid approach that values cutting-edge technology and the irreplaceable human touch, we can create learning experiences that are more engaging, personalized and accessible than ever before. The democratization of learning is closer than ever thanks to the tools being developed alongside the feedback from students and expertise of teachers.

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Some 55% of girls in grades five through 12 are interested in a STEM career, 10 percentage points higher than in 2017, according to a new survey from Ruling Our eXperiences, a national nonprofit authority on research, programming and education centered on girls.

Among the youngest girls surveyed, fifth- and sixth-graders’ interest has risen by 20% over the same time. However, girls’ confidence in their STEM abilities has dropped significantly. Only 59% of girls believe they are good at math and science, down from 73% in 2017.

Furthermore, 58% of high school girls do not think they are smart enough for their dream job, up from 46% in 2017. This statistic has more than doubled among fifth- and sixth-graders with 52% not believing they’re smart enough, up from 23% in 2017.

Perception gaps also exist, according to the research. Eighty-six percent of girls want a career that helps others and may not view STEM in this way. These perceptions are also fueled by stereotypes, as 89% of girls report feeling pressured to conform to traditional gender roles.

“It is our responsibility���as educators, STEM professionals and members of the community���to bridge these gaps and pave the way for our girls to thrive in STEM fields,” said ROX founder and CEO Lisa Hinkelman.

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The research also outlines ways in which the school experience influences girls’ perception of STEM:

1. Post-secondary support increases STEM interest: When girls have someone at their school helping them plan for their postsecondary aspirations, they’re 19% more likely to consider a career in STEM.
2. Girls who enjoy school are more likely to consider STEM: Girls who feel connected to their schools are likely to experience positive feelings toward school, thus increasing their likelihood of entering STEM.
3. Most girls do not feel like people at their school care about them: Fifty-seven percent of girls don’t think people at their school care, and only 39% feel like they can be themselves at school.
4. One in four girls believe that boys outnumber them in AP math and science: While statistics may vary, many girls believe that more boys enroll in these courses than girls.

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“There’s been what I call cycles of our Latino students not proceeding past the packaging or picking of fruits and vegetables,” Vaca says. “Now, we’ve got an outdoor garden where we want to promote these kids, not just to be happy with lower-paying jobs, but also being able to develop innovative systems for agriculture.”

The extended learning program began three years ago when Vaca partnered with U.S. Navy STEM coordinator Ramon Flores to launch a week-long coding and robotics summer camp. That has grown to the point where students are now building drones after school under the guidance of U.S. Navy interns who serve as mentors and talk to the students about higher education and other post-high school opportunities.

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Thanks to a new partnership with Driscoll’s, the berry-producing giant, Somis’ students this school year will grow three crops on campus and, more importantly, monitor the soil with help from the company’s engineers. This will expose students to careers in the growing control systems industry, Vaca points out.

Students who participate in the program have become more academically resilient, and are willing to tackle problems with a trial-and-error approach that builds their computational thinking skills.

“When they approach a problem, it’s gonna be multiple approaches where they’re going to try and try again,” he explains. “This ability to build robots and other technological machines does not happen with one try���I’ve seen the kids go back at it after something is not working, if their block coding is off and the robot is not going to do whatever they expect the robot to do.”

This mindset translates from the after-school STEM program to their core schoolwork, he adds. “It is just amazing to see how even with a simple math problem, in the past they would have said, ‘What’s the answer?’ Now, they’re taking a step back and trying to get really involved: ‘What is it asking me? Let me look at the problem again. How can I approach it?'”

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Vaca and his team compared basic computer coding to food recipes to help parents understand what their students could learn in the after-school STEM program. The district also hosted three STEM nights where parents participated in learning activities such as building a bridge with their children.

“We’ve got to find programs and support mechanisms that will provide our kids with real-life experience,” he continues. “At the same time, it’s important that we also don’t assume that kids or parents at home have the background knowledge to appreciate what we’re offering.”

Messaging the community about after-school STEM is critical and must be a priority in districts looking to start similar programs. “One thing I hope my colleagues understand is, don’t assume that everybody knows and don’t assume that people aren’t interested,” Vaca concludes. “Dig a little deeper and find out what’s going to make these kids and parents get into a new atmosphere of growth, professional and financial.”

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Their science classes would have had a lecture from the teacher, followed by a lab to verify what the teacher had said was true, and then some practice and activities. But when science instruction begins instead with students having first-hand experiences by investigating phenomena that happen every day in their lives, they have more meaningful and relevant learning experiences.

Phenomena-based instruction can be challenging for some teachers when they begin practicing it. Still, they���ll become more comfortable with the approach with effective PD and ongoing support from administrators.

Why does phenomena-based instruction benefit students and challenge teachers?

Students need to know why the material they���re learning is important. If you can begin science instruction with a phenomenon that exists in students��� lives and inspires questions and curiosity, they won���t ask why the lesson is important. It will be relevant and meaningful to them immediately. I like to say that phenomena don���t have to be phenomenal. All you have to do is find something that happens in their lives and then ask them, ���What do you wonder about this?���

There are two big benefits here. Students learn scientific content about things that exist in their lives, and they do it by using scientific practices and critical thinking to uncover the reasons behind the phenomenon. The content comes alive when students use critical thinking skills such as patterns and cause-and-effect relationships for what they notice in the data.

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A common challenge for teachers new to phenomena-based instruction is identifying phenomena. Many people are not even sure what constitutes a phenomenon, and teachers may think that it needs to be so impressive that it seems almost magical. Some educators imagine that a good phenomenon tricks the brain or happens contrary to intuitive thought but, again, phenomena do not have to be phenomenal. An easy phenomenon that I use is, ���Why do some things stick to a refrigerator?���

Anyone who has a refrigerator and knows just a little bit about magnets knows that some things stick and some things don���t, which leads to some questions to investigate:

• What properties do magnetic materials have that allow them to stick together?
• Will a soda can stick to a fridge?
• What about coins?

There are all kinds of phenomena in students��� lives that are ripe for scientific exploration. It helps to remember that what constitutes a phenomenon for an adult differs from what constitutes a phenomenon for a child. We have much more context to understand the forces around us, and what seems mundane to a teacher or administrator may well be exciting to a student.

What does high-quality phenomena-based professional development look like?

91心頭istrators can help teachers become comfortable with phenomena-based instruction by providing high-quality professional development. Curriculum resources, such as those from , will make phenomena-based instruction easier to implement. Teachers still need professional learning to explore how to use the resources and why they are structured the way they are.

In the case of professional development for phenomena-based instruction, teachers’ experiences should mirror the experiences that administrators want them to set up for their students. Even adults who love science enough to become science teachers often hold the same misconceptions about phenomena as their students. When they have the experience of exploring a phenomenon that challenges their thinking and ultimately shifts how they understand the world, even in a small way, they grow not only in their content knowledge but in their understanding of the pedagogical approach behind phenomena-based instruction.

Phenomena-based instruction is essentially just shifting the instructional sequence in a process I call ���Explore-before-Explain.��� First, students explore science through demonstrations, labs and simulations. Then the teacher offers explanations when confronted with limitations in hands-on experiences or to determine where to go next in the learning storyline.

To help teachers learn about this approach to science instruction, I go to the Denver Museum of Nature and Science every summer. Every year I���m impressed at the phenomena they come up with in their environments.

One teacher is developing an erosion investigation based on the Colorado River running through her state. Others are investigating the unique geologic features of Colorado and the different concepts students can learn about when things happen based on different layers of rock. I was impressed that one Colorado teacher from the workshop was using evidence of the K-T Boundary from a local state park to teach about the extinction of dinosaurs.

Once teachers get their feet under them, they can run with this approach and scale it into amazing learning opportunities that can change their students��� lives.

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Female students experience exposure gaps to various STEM careers as early as middle school, a from YouScience and Ford Next Generation Learning asserts. This gap is measured by comparing the difference between female middle and high school students’ aptitude (their natural ability to learn or perform skills regardless of the environment) and their self-reported interest.

Failure to support a diverse workforce in STEM careers early on can lead to significant problems, including innovation deficits, earning disparities and economic disruptions. “We can no longer overlook young women who have the aptitude but have not been exposed to these opportunities,” Executive Director at Ford Next Generation Learning Cheryl Carrier said in the report. “We are now equipped with the knowledge to do better, so we must.”

The widest exposure gaps exist in advanced manufacturing and computer and technology careers at 87%.��Exposure gaps were measured in other fields like architecture and construction, which are around 55%. The health science career gap sits around 30%, and engineering, 22%.

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Advice for leaders

The researchers have identified nine solutions to closing STEM exposure gaps for female students. These ideas include:

1. Aptitude measures: A foundational tool that helps students discover their best fit for postsecondary education and career pathways.
2. Career academies: High school programs focused on specific career fields.
3. Collaborative planning: Working with family, educators and counselors to help students navigate their postsecondary goals.
4. Interdisciplinary education: Collaboration between schools and districts to create personalized pathways and integrated programs.
5. Career-connected learning: Helps students connect education to the real world.
6. Education-to-career planning tools: Helps counselors and teachers provide personalized plans for postsecondary education and training.
7. Industry-recognized certifications: Quantifying student knowledge and skills that connect the classroom to employers.
8. Work-based learning: Provides students with internships and apprenticeships with business and industry partners.
9. Community connections: Leveraging ties to address local workforce needs.

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A national keyword search conducted by K12 data tracker suggests growing momentum behind STEM-related initiatives at school board meetings as we head into summer. In this month’s dataset, Burbio highlights five states/regions where STEM-centered conversations have been most prominent in their discussions. The share of districts that have mentioned STEM (or STEAM) at least once include:

• Florida (46.3%)
• California (43.5%)
• New England (42.7%)
• Southern states [AL, MS, NC, TN and SC] (27.5%)
• Texas (13.3%)

Discussions at school board meetings in these locations have also spent significant amounts of time discussing special education:

• New England (84.6%)
• California (82.7%)
• Southern states (38.6%)
• Texas (36.3%)
• Florida (19.5%)

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What about K12 grants?

Shifting away from school board discussions, Burbio gathered data that reflects the scope of state-specific funding for K12 schools. Below, you’ll find a chart summarizing 10 of the most common categories of grants, the total number of grants in each category and the market size for the categories listed.

Note: The data represents grants that were available during the 2023-24 school year and several that have been announced for 2024-25.

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Unfortunately, this approach clashes with the current reality of classroom instruction. More than ever, students want to exercise agency and take charge of their learning. Students have voiced that they need to know why they are learning and have fun while doing it. In this fast-paced and technologically advanced world, teachers have a few minutes to capture students��� attention and engage their curiosity. To capture students��� attention, districts must reimagine and rebuild their academic programs.

I���ve been honored to help the effort to rethink the math instruction in my school system, the Little Rock School District in Arkansas. Working with my colleagues, we have outlined six critical steps to reimagining math instruction that ignites student curiosity, captures their attention and brings positive outcomes:

1. Pinpointing the problem

Before our district could reimagine math instruction, we had to zero in on the problem. The Little Rock School District noticed declines in student enrollment and academic outcomes. While anecdotally we knew student engagement was the issue, we had to investigate further to make sure.

To find the problem, district leadership established a team of stakeholders���students, parents, teachers, principals, assistant principals, district leaders, school staff and the superintendent���to narrow the focus and pinpoint the issue. Gathering a task force to investigate the problem allowed district stakeholders to work through circumstances and scenarios and create pathways to solutions.

2. Establishing a logical process

Insanity is doing the same thing the same way but wanting different results. There must be a logical process to reimagining a thriving math program. Our district placed schools into three networks within the district. Each network has a math coordinator who works with the STEM director (me) to develop math training and assessments.

When leaders are in their network meetings, they focus on their schools��� needs with their assistant superintendent and their math coordinator. I meet with the math and science coordinators to discuss data regularly. The coordinators can dive into the data and support leaders and teachers as they make instructional decisions based on their students��� specific data.

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Once this system was established, our district saw increased usage of our high-quality materials: Illustrative Mathematics, Discovery Education’s DreamBox for K8, and McGraw Hill ALEKS for high school students. We also saw an increase between our interim one and interim two assessments in most schools. This process is still in its infancy and has room to grow because we never stop learning.

3. Finding high-quality instructional materials

A math program cannot thrive without high-quality materials and resources, such as Illustrative Mathematics and Discovery Education . Illustrative Mathematics is a problem-based curriculum, and DreamBox is a K8 digital supplemental math resource that adapts to each student. It integrates state-level assessments and the district���s curriculum into its system so teachers can create assignments that align to their state standards and instruction.

Growth and standards reports provide data that our leaders, school leaders and teachers use during their networks��� data discussions. By the end of the data discussions, schools can be confident that their instructional plan will align closely to what teachers need to provide fun and engaging math instruction.

4. Narrowing the focus

The focus for reimagining math instruction is purposefully planning for math discourse. Math discourse should occur during math instruction so can explain their mathematical thinking to their peers and teachers. It is also a chance for teachers to guide students toward their understanding of mathematics.

When our district narrowed the focus of math instruction, it gave direction to district leaders, school leaders and teachers. District leaders also encouraged discourse during other courses. When students talk about their learning and how they think, they take charge of their learning, which is every educator���s dream.

5. Providing coaching

One way to get the biggest bang for your buck is to coach, coach, coach. Coaching is a powerful tool. The coach’s role is to ���see��� the best in people and ���pull��� that out of them. Effective coaches nurture people���s innate ability to be great. They have a keen sense of mulling through the weeds to get to the root of that ���thing��� that is stopping them from greatness.

District and school leaders need coaching, so you do not want to leave them out. Our district restructured learning for adults by repurposing the role of a coach. Coaches are now called teacher leaders and we have them in schools where they are needed most. The teacher leaders lead alongside their principal to coach teachers and instructional leaders through data discussions, planning and implementation of our math curriculum.

6. Reimagining professional development

Purposeful professional development can change the mindset of even the most entrenched educators. When our district started focusing on data���and used the data���we were able to provide the necessary training for teachers. We made sure that teachers understood all the curricular resources.

During our dedicated PD days, we allowed teachers to choose the training that best aligned with their professional growth plan. Our content providers worked with us to provide on-demand webinars aligned with our goals.

With these steps, my colleagues and I reimagined math instruction, ignited curiosity and better captured students��� attention. With that accomplished we feel we have created a better environment that will lead to better academic achievement in math.

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