Fixed Width Reponsive

Objectives

The main objective of the Institute is to develop a core of 50 in-service teachers in each of the three years that will be divided into two sections of 25 teachers each, one for teachers of grades K-5 and the second for teachers of grades 6-9. During the time from September to May, they will be trained in the innovative pedagogy and latest approaches to integrating mathematics with technology, and then will, in turn, train other teachers in their school districts.

The participants in K-5 will receive 45 hours of professional development in class, 9 hours of independent supervised study, and 6 hours of participation at the Limacon conference.

Participants in the 6-9 program will have 45 hours of in-class professional development in the field of mathematics and pedagogy, 9 hours of computer lab work to familiarize them with software that can be used in the classroom, and 6 hours at the Limacon conference.

All participants will be involved in leadership training activities that will:
•Improve their mathematical content and deepen their understanding of foundational concepts.
•Demonstrate the importance of displaying passion for the subject and with the teaching of children.
•Increase their competency in problem solving techniques and strategies.
•Develop integrated activities based on creative thinking in mathematics and the use of technology.
•Introduce them to real-life applications, including training in technological areas and activities.
•Examine the Common Core State Standards including the Standards for Mathematical Practice and grade-level content, as well as the N.Y. State Learning Standards and Student Assessment Standards.
•Cultivate leadership and presentation skills in teaching mathematics and technology.
•Organize Annual Long Island Mathematics Conference to provide a forum for exchange of concerns, innovative ideas and achievable ideals to secure reform in mathematics education.

The intended outcomes will be as follows:
•Improve the achievement standard of student learning of mathematics and technology.
•Enhance teachers’ academic content, pedagogical skills and competency in problem-solving.
•Implement and integrate a systemic reform of enhanced pedagogy in high-need schools.
•Establish systemic networking among the participating high-need schoolteachers to address common goals of improving mathematics education for students and teachers.
•Disseminate new approaches and increase the number of qualified teachers through networking, major conference and follow-up activities through the Teacher Resource Center at Old Westbury.