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Annual Report Overviews


Annual Overview

submitter: Chicago Secondary Mathematics Improvement Project
published: 12/17/1998
posted to site: 12/17/1998

Chicago Secondary Mathematics Improvement Project — Year 1

September 1997- August 1998

Part I. Annual Overview

The Chicago Secondary Mathematics Improvement Project (CSMIP) is working with 200 teachers in 30 Chicago high schools to support changes in mathematics curriculum in order to:

  • support teachers in implementing a standards-based curriculum and teaching practices that provide students with an inquiry based, problem centered approach to mathematics
  • support departments in aligning curriculum and teaching practices with city, state and national goals and assessment practices; and
  • develop a core of experienced teacher-leaders who are willing and capable of providing quality professional development for mathematics teachers.

CSMIP works with teachers using the Interactive Mathematics Program (IMP) as a vehicle for experiencing a student-centered, active approach to learning mathematics. The main elements of our program are spring and summer workshops that focus on curricular and pedagogical elements of standards-based teaching and learning. Teacher support also includes bi-monthly classroom visits by experienced IMP teachers. These visits may include modeling pedagogical strategies, providing mathematical support, and addressing concerns of each participating teacher. Teachers meet monthly with a growing citywide network of colleagues working together to achieve similar goals. Additional two-day workshops for teachers at each level of the curriculum are held in the winter and spring.

The development of teacher leadership is a key aspect of the program. Experienced classroom teachers are actively involved in leading curriculum workshops for newer teachers. Professional development and support for teachers focuses discussion on developing and improving strategies to:

  • Create and manage a student-centered environment
  • Use successful teaching strategies based on how students learn
  • Use effective questioning techniques
  • Support active, engaged student learning
  • Develop student ability to tackle complex, long term problems
  • Access multiple means of student assessment
  • Use technology

Our goal is to provide each teacher with at least 130 hours of staff development time over two years. Teachers have the opportunity to work intensively with colleagues and develop an interactive approach to their teaching as well as increasing their mathematical understanding of and ability to address the comprehensive curriculum, evaluation and teaching goals of the standards.