The Necessity of Shared Vision to Achieve Coherence: Lessons Learned in the Appalachian Mathematics Partnership

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Author(s): Kathleen Lynch-Davis (Appalachian State University, USA), Tracie M. Salinas (Appalachian State University, USA), Deborah Crocker (Appalachian State University, USA)and Katherine J. Mawhinney (Appalachian State University, USA)
Copyright: 2015
Pages: 11
Source title: Professional Development Schools and Transformative Partnerships
Source Author(s)/Editor(s): Drew Polly (UNC Charlotte, USA), Tina Heafner (UNC Charlotte, USA), Marvin Chapman (UNC Charlotte, USA)and Melba Spooner (UNC Charlotte, USA)
DOI: 10.4018/978-1-4666-6367-1.ch019

Keywords: Education / Higher Education / Information Science Reference

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Abstract

The adoption of Common Core State Standards for Mathematics (CCSSM) has implications for state-level curriculum, policy, and assessment. For most states, including North Carolina, the CCSSM represents a departure from recent state curricula and requires more than a simple “retooling” of content organization. To respond to such change, district and school-level leaders must share a common vision of high-quality mathematics teaching based on common understandings. Just as importantly, classroom teachers must share this vision. In this chapter, the authors describe the Appalachian Mathematics Partnership (AMP), the factors that have significant impact on partners, an activity, and how the understanding gained from this activity impacted future professional development with the goal of working towards a shared vision and coherence.

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The Necessity of Shared Vision to Achieve Coherence: Lessons Learned in the Appalachian Mathematics Partnership

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