MATH AND SCIENCE TEACHING (MAST) SYSTEM
Effective teaching is the crucial
determinant
of student learning and success.
Expected Outcomes of implementing CCSS through MAST:
- Provide comprehensive and targeted training for Teacher Leaders and administrators who will be the change agents for CCSS, moving change forward from within their schools through the CMAST Teacher Leader Model
- Improve students’ core math/science understanding, mathematical & scientific thinking and reasoning skills, as evidenced by CST’s, and other standard measures, and inspire them to learn mathematics and science as evidenced in attitudinal surveys
- Infuse mathematical & scientific thinking, reasoning, and problem solving throughout all courses taught by participating teachers
- Assessment for Learning: Design and begin implementation of an assessment system that provides real-time assessment of student STEM learning for immediate evaluation of instruction and student needs that collaboratively inform teaching and learning decisions. The system values only the most recent student learning over time
- Bring together, facilitate and network a trans-disciplinary community of teacher leaders who will collectively sustain an increase in student engagement and achievement from within the organization.
- A school culture where teachers embrace change through collaboration, seek to deepen the level of learning in their classrooms to prepare students for CCSS, and where administration and teachers promote trust and collegiality among staff members measured by the Common Core Climate Survey
MAST Components : | Organizing Evidence | Teachers collect student engagement and achievement data in real-time
from the student perspective. Observation data (video clip of
implementation, scripts with student engagement & achievement data)
supported by teacher and student samples and/or student survey
responses. Collected evidence is organized around a CCSS goal, process
for implementation (MAST), and data-informed next steps. |
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| Processing & Planning | Teachers analyze their implementation of CCSS through MAST based on
student engagement and achievement data, and desired student outcomes.
With CMAST faculty, teachers analyze their practice through the lens of
CCSS rigor within the context of their instructional design choices to
strengthen math and science (i.e. STEM) knowledge in order to create a
classroom culture where students do mathematics/science. |
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| Assimilating | Teachers dialogue around research-supported teaching and learning
practices specific to elementary/secondary mathematics and science
within the context of mathematical and scientific thinking through
Professional Development Learning Seminars. Teachers also observe CCSS
in action through MAST during Instructional Rounds. |
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| Analyzing Evidence for Sustainability | Teachers articulate their CCSS goal, their MAST implementation to
attain the goal (what worked and what did not work), student/evidence
of engagement and achievement in math and science, and next steps.
Together with site instructional leaders (TLs, administrators, director
of instruction) and/or CMAST faculty, teachers design solutions to
ensure that the classroom provides an active, reflective, connected,
and collaborative experience for students where mathematical and
scientific thinking becomes an exuberant way of life. Teachers defend
their practices to ultimately demonstrate self-sustainable practice
(self-regulation). |
Results
Interested in the MAST Program?
If you are interested, please fill out our
CMAST Partner Interest Form.