Overview
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Primarily Math is a three-tiered NebraskaMATH initiative that includes:
- A 15-month, 18-credit graduate program leading to a K-3 Math Specialist certificate
- a support program for K-3 teachers as they return to their schools and classrooms as instructional coaches or classroom teachers with special strengths in mathematics
- a research study designed to study the impact of Primarily Math on teacher practices, attitudes, and leadership, and student achievement and dispositions.
The program is ideal for K-3 teachers who want to participate in a graduate program focused on deepening teacher knowledge and understanding of mathematics and on improving the teaching and learning of mathematics in the K-3 classroom.
Program Overview
Primarily Math begins with an 18-hour graduate program for K-3 teachers. Due to the generous support of the National Science Foundation, we will be able to support four cohorts of Primarily Math teachers with the first cohort beginning in Summer 2009. As they begin their second year of the program (after completion of the six core courses), teachers whose districts will support them as instructional coaches will take a seventh course, Leadership and Mathematics Instruction (worth 3 credit hours), designed to prepare them for their new duties as an academic leader who works with adult learners. The schedule for Primarily Math courses is as follows:
| Course | Term | Length | Title |
| 1* | Summer 1 | 1 week | Number and Operation Part I |
| 2* | Summer 1 | 1 week | Number and Operation Part II |
| 3 | Fall 1 | semester | Teaching Math K-3: Planning Lessons for Diverse Classrooms |
| 4 | Spring 1 | semester | Helping Young Children Become Mathematical Thinkers |
| 5* | Summer 2 | 2 weeks | Geometry and Algebraic Thinking |
| 6 | Summer 2 | 2 weeks | Communities of Practice and Mathematics |
| 7 | Summer & Fall 2 | semester | Leadership and Mathematics Instruction# |
* indicates mathematics content courses
# a seventh course for teachers who will assume the role of an instructional coach
During Summer 2009, the first two courses are scheduled for June 8-12 and 15-19.
Teachers Return to their Schools as Math Coaches or Classroom Teachers
Based on the needs of the core partner districts (and the needs of the research design), teachers who have earned the K-3 Math Specialist certificate will return to their schools and classrooms in one of three roles; as a math coach, a math intensive teacher, or as a generalist. They will be supported through study groups of 6-12 members, organized by faculty mentors in collaboration with district and ESU administrators. There will be two types of study groups: 1) Math Coach Study Groups will meet monthly and be facilitated by district math coordinators and university faculty. Participants will focus on issues of coaching. 2) Classroom Teacher Study Groups will meet monthly and be led by school personnel or master teachers hired by NebraskaMATH. Discussions will focus on a study of mathematical ideas prompted by the descriptive review of student work and the planning and debriefing of common formal math lessons and activities outside of math class.
All teachers who participate in the Primarily Math program are expected to cooperate with the Primarily Math research team to study the impact of Primarily Math on teacher practices, attitudes, and leadership, and student achievement and dispositions. The research study is expected to last for two years after participants’ completion of the Primarily Math graduate program.
Financial Benefits for Primarily Math participants
As a participant in Primarily Math, teachers will take 18 graduate hours (21 if they take the optional 3-credit course for instructional coaches) at no cost to the teacher for tuition or fees. Primarily Math participants will receive a $150 per day stipend during the two-week institute each summer. Teachers who live outside the Lincoln area will receive financial support to cover the cost of travel, housing and meals while in Lincoln.
Instructional Format
Each Primarily Math Summer Institute will use the concentrated immersion approach developed by the Math in the Middle program. For two summers, classes will meet 8-5 daily (Monday-Friday) for two weeks with nightly homework. At the end of a course, teachers will complete an End-of-Course assignment designed to support the long-term retention of material studied in the course. Thus, teachers will be able to earn 6 graduate credits each summer while being in class for only two weeks. While this approach is intense, support for participants is substantial. This approach has proved to be quite popular with teachers because it protects most of the summer for other activities.
During the academic year following their first summer in the Primarily Math program, each semester participants will take a 3-credit graduate course, using a “blended distance education” format. For two days each semester, districts (or ESUs) will be expected to support their teacher participants by providing teachers with release time to enable them to participate in graduate coursework activities. In addition, there will be some work completed using UNL’s Blackboard web site and occasional study group meetings after school.
Definitions
To avoid any misunderstanding of NebraskaMATH’s expectations, we offer the following definitions.
K-3 Math Coach - A K-3 math coach is a teacher designated by the district as a master teacher who is also skilled at dealing with adult learners and has specific responsibilities to promote instructional growth among teachers. An instructional coach is relieved from a portion or his/her entire teaching assignment for the purpose of providing intense instructional support to teachers, for the express purpose of improving instruction and student achievement. The coach operates in an official district capacity and within the parameters of the district's formal structure, but is not charged with evaluating the teacher's performance. The coach observes a teacher's lessons and provides detailed feedback on teaching and student learning; supports teachers and/or teams of teachers in planning effective lessons; demonstrates lessons in teachers' classrooms; and designs and delivers necessary professional development. Coaches can be called upon to work with specific teachers either by the teacher himself/herself, the teacher's principal, or other designated district instructional leaders.
Generalist - A generalist is a regular classroom teacher who teaches one group of students all day long in all core subjects. Generalists will have strong expertise in mathematics and may be called on at the building or district level to help design and deliver necessary professional development. Generalists may take on mathematics leadership roles within their schools. (Note that kindergarten teachers who remain in the classroom will continue as generalists.)
Math Intensive Teacher - A math intensive teacher is a grade 1-3 classroom teacher who teaches at least two math classes per day to at least two different groups of students. Some math intensive teachers may teach only mathematics (e.g., all second grade math classes in a school), while others may partner with another teacher and just teach two mathematics courses, along with several other subjects. A math intensive teacher may be called on at the building or district level to help design and deliver necessary professional development.
