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Implementing Common Core
Math Is a Process
By Alfred Lewis, District Supervisor of Mathematics, Science, and
Related Arts, Gloucester Township Public Schools
Faced with low growth
on multiple measures of district
performance in mathematics, an
existing non-Common Core textbook
program, and a lack of materials for
different subgroups, the decision was
made last year to explore adopting a
new K-8 math program. With eight
elementary schools, three middle
schools, and hundreds of teaching
staff members, the enormity of this
task can sometimes be overwhelming.
Through the first year and a half
of this commitment to improving
learning for all students, there have
been many lessons learned. Whether
you are tasked with updating an
aging curriculum, rewriting a
curriculum from the ground up,
or adopting a new instructional
program in any subject area,
consider the following:
Start with a plan… and the
end in mind
Having a simple plan of nonnegotiable components is always a
great idea, as it allows stakeholders
to look ahead and get involved with
the process at hand – but making
sure that your plan has the end result
in mind is also a strong choice. Setting
a goal and identifying it in the early
stages of a program implementation
gives everyone a destination to aim
for when joining in the process. Our
goal was to implement a Common
Core Math program with fidelity, and
to measure student performance
through benchmarks and State
assessment scores to further refine
our practice in future years. Through
the ups and downs of our first
year of implementation, we
repeatedly referred to these goals in
PLC meetings, staff meetings, and
collaborations with stakeholders. It
also came in handy during tough
conversations that were sometimes
centered on a resistance to commit to
the guidelines that were agreed upon.
Listen to everyone
In administrative prep programs, if
we were inundated with one piece
of advice above all others, it was to
include all stakeholders. Throughout
the pilot process of selecting a new
math program last year, to the
actual implementation this year –
it was essential to include every
group of stakeholders in the school
district and community. We met
with principals over the summer
to discuss our Department’s goals
and plans for the following school
year. In September, our group of
supervisors spent a full day in each
building to meet with grade level
teachers on their planning time.
Questions were asked, concerns
were expressed, and solutions were
found. We met with our Board of
Education and held parent nights
to allow for deeper conversation
and to facilitate consensus among
all groups. It might cost a lot of
time and energy to go through this
type of communication, but this
investment is a key component
to getting everyone to share in a
collective vision and strive for the
agreed upon goal.
Remember – it’s not your
program, it’s theirs
When you or your department is
the “decision maker” on a project
like a new math program, it’s easy
Educational Viewpoints
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Spring 2015
to take pride and ownership in
your work; to think of it as yours.
The foundation of our textbook
recommendation was that the
teachers, coupled with valuable
input from students, parents, and
community leaders, would select
their new program without my
influence or directive. In the end, the
teachers on our selection committee
reviewed multiple sources of data
and made their selections. I facilitated
their discussions and relayed their
recommendation to our Board of
Education. Teachers felt empowered
and expressed their excitement to
teach their new program As with the
selection process, the implementation
process was founded on the belief
that educators chose a program that
suited their needs.
Make adjustments and be
flexible
Admitting when something isn’t
working, whether it’s through
teacher feedback, student performance data, or other means is
essential to refining and perfecting
the plan as time moves on. Listening
to valuable input from all groups and
gleaning information through the
many stakeholders affected by our
instructional materials and programs
garners respect and collaboration
throughout the school district.
Our choices in designing a pacing
guide seriously began to backfire
when put into practice and were
only compounded by a myriad of
factors that we did not foresee.
Finding a common ground to
maintain fidelity to our program,
and ensuring that all material
was taught within the confines of
the school year itself meant that
teachers and administrators needed
to take a hard look at their practices
and adjust the plan as needed.
Providing teachers with instructional
coaching, making compromises on
mandatory components, but sticking
to nonnegotiable parts of the plan
when needed, were all hallmarks of
making our vision become a reality.
As a district, we recognize that
this is only the first year and a
half in a lengthy journey to hone
our new program into the best
possible instructional materials and
practices for our students. Initial
data suggests that student growth
and performance are high, and that
teachers find their new program
easy to use and effective to teach
with. As we move forward, we will
continue to monitor implementation
and adjust accordingly. Moreover we
will continue to invest the time and
resources needed to keep channels
of communication open across the
stakeholder groups.
About the Author
Al Lewis is the District Supervisor of Mathematics, Science, and Related Arts for Gloucester Township
Public Schools. He is a proud Rowan University alumnus with Bachelor’s degrees in Elementary
Education and History, and a Master’s degree in Elementary Mathematics and Literacy from Walden
University. Al also completed an Educational Leadership certificate program from Delaware Valley
College. Al lives with his wife, Ellen, and their children in southern New Jersey.
Educational Viewpoints
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Spring 2015