Vision+Statement+Drafts

=Statement A=

//Our students will be creative problem solvers who are able to reason and think flexibly. Students will take control of their learning by defining goals and monitoring their progress. Our students will engage themselves with content, take risks, and learn from their successes and mistakes.

Vision of Mathematical Learning Experiences of Teachers in Todd County:

Teachers will make instructional decisions based on observations, student performance and understanding. Teachers will have knowledge of the curriculum and content and work collaboratively. Teachers engage students in meaningful conversations, will question students, one another, and themselves to provide their students with the best learning experience possible.//

Meaningful learning in Todd County mathematics is a learning process for teachers and students through engaging, authentic, inquiry driven experiences. This process is constructing purposeful and active engagement that is relevant to our students and teachers that creates authentic, or real learning experiences. As a brain-based component of learning, prior knowledge should be maximized to empower students to connect new concepts to new ideas (Vanderbilt 2005). Learning must have a purpose or a goal driving the instruction. Without this there is little to motivate a student or teacher. Allowing choice and mobility in learning leads to active learning (Kosky & Curtis, 2008). Our best learning takes place in a non-threatening environment allowing students to be risk takers and active learners. Teachers and students benefit through reflective practices. Reflection is a mental process that is important to the meaningful learning process as it allows the learner a chance to apply critical thinking towards the information being learned. It is a chance for the learner to examine the information, question its validity, and draw conclusions based on the resulting ideas. Metacognition, or the awareness of the process of learning, is another critical part of meaningful learning. Metacognition helps the learner monitor their progress and make changes in their strategies or approaches by adapting their strategies if they are not doing well. Metacognition is about the learner self-reflecting, taking self-responsibility and initiative, as well as knowing how to learn. Thinking about thinking has a great impact on learning according to what research has discovered, “An important part of self-regulation is thinking about thinking, or metacognition. According to cognitive scientists (Donovan and Bransford, 2005), metacognition involves self-monitoring and reflection on learning. Researchers have shown that Metacognition can support student learning with understanding in many subjects” (Abell, S., 2009, pg. 56). Without applying these two components to the meaningful learning experience learning can fall short and end before the deeper thoughts and meaningful learning experiences have their greatest overall impact on learning. According to Schmidt (2008) all human learning follows a predictable cycle of learning that begins with awareness, proceeds to exploration, which leads to inquiry, and ends in action or use. Cooperative learning is a key aspect of learning as gaining knowledge is not always an isolated event. Schmidt (2008) also points out that research studies show that instructional strategies on social learning theories are far more effective than other approaches when it comes to scaffolding, reciprocal teaching, cooperative learning, Socratic dialogues, and problem solving.

=Statement B= Todd County math students develop knowledge and skills that enable them to be successful in an ever changing world. Students will strive to be innovative thinkers and problem solvers while simultaneously being accountable to state and federal standards. They will engage collaboratively in appropriately structured, high challenge, low threat environments.

Todd County math teachers, through knowledge of students, knowledge of mathematics, and knowledge of practice, will strive passionately to create stimulating, caring and inclusive learning environments appropriately structured to meet the developing cognitive needs of their students.

Like skilled craftsmen, teachers regularly reflect upon their teaching and their students' learning. They continually increase their knowledge and improve practices by keeping abreast of changes in mathematics and in mathematics pedagogy.

Todd County math teachers collaborate with peers, administrators and other professionals; both receiving and providing regular, meaningful feedback on their performance. They strive to strengthen their school's program, promote program quality and continuity across grade levels.

=Statement C=

The culture of mathematics within our communities is being continuously formulated for both students and teachers. This will provide opportunities for individuals to involve themselves actively in school, community, tribal and worldwide issues/concerns.

Students will feel engaged and know that they are capable of applying concepts to real-world situations. Students will see that mathematics is not a stand alone discipline, but rather one that is infused throughout their lives. Teachers have the ability to identify, analyze, and solve problems utilizing these skills to effectively communicate their ideas to others. Teachers will utilize the information appropriately in order to analyze information.

=Statement D=

We believe the five strands of proficiency are essential to the teaching and learning of mathematics in the Todd County Schools, which incorporates the idea of a balanced mathematical curriculum.




 * || ===What does it look like in teaching?=== || ===What does it look like in learning?=== ||
 * ===Procedural Fluency=== || Passionately carries out meaningful math instruction with confidence and expertise. || Skillful in carrying out procedures flexibly, accurately, efficiently, and appropriately. ||
 * ===Strategic Competence=== || Working collaboratively to effectively plan insturction and solve problems as a team in regards to instruction. || Able to creatively solve problems, effectively explain their strategies with mathematical language, reflect on thinking, with diligence and resiliency. ||
 * ===Adaptive Reasoning=== || Sharing one's practice in a group while justifying and explaining their choices and reflecting on those practices to improve them. || Risk takers who use logical thinking to confidently apply their prior knowledge to solve real world problems, and are able to justify their solutions. ||
 * ===Conceptual Understanding=== || Participating in PD and professional conversations to strengthen the knowledge required to be an effective teacher. || Gain a deep understanding of mathematical concepts by hearing and speaking the language necessary for mathematical learning, and reflecting on mathematical thinking. ||
 * ===Productive Disposition=== || Knows what it means to learn and what it looks like...
 * effective communicator
 * reflects
 * collaborates
 * shows expertise and passion
 * commitment ||  Knows what it means to learn and what it looks like...
 * risk takers
 * engaged
 * reflective
 * <span style="color: rgb(128, 25, 25);">collaborates
 * <span style="color: rgb(128, 25, 25);">confidence ||

=Statement E=

Our dream for TCSD is for students and staff to develop an understanding of Math so they will have the DESIRE and ABILITY to apply math in their daily lives.