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Lessons Learned from the Re -Thinking Pre-College Math (RPM) Project

Dr. Bill Moore reflects on the core principles of the RPM project and discusses its impact on pre-college math education in Washington state. Faculty reflections on professional development and collaboration are also highlighted.

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Lessons Learned from the Re -Thinking Pre-College Math (RPM) Project

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  1. Lessons Learned from the Re-Thinking Pre-College Math (RPM) Project • Dr. Bill Moore • Washington State Board for Community & Technical Colleges • 360-704-4346, bmoore@sbctc.edu • Re-Thinking Pre-college Math Project

  2. Reflecting on “Core Principles” • What’s your reaction to this list of “core principles”? • What, if anything, is missing from the list?

  3. WashingtonStudent Completion Initiative • Funded by the Bill and Melinda Gates Foundation and the Washington State Legislature • Focused on improving access and completions for low-income young adults in Washington state over the next three years through four separate but related projects: • Open Course Library • I-BEST for Developmental Education • Student Achievement Initiative • Re-Thinking Pre-College Math

  4. Rethinking Pre-College Math: Collective Action for Student Math Success • Clark College • Everett Community College • Highline Community College • Lower Columbia College • North Seattle Community College • Northwest Indian College • Spokane Falls Community College Web Resources: Transition Math Project site RPM Wiki site

  5. Core Areas of Educational Practice:Rethinking Pre-College Math Department/ Program Faculty Inquiry Groups

  6. Reflecting on Key Lessons from RPM • What questions/comments do you have about these recommendations? • How, if at all, are they related to efforts in precollege math underway at your college?

  7. Focus on Faculty Unpacking Professional Development: Mathematics Faculty Reflections on Re-thinking Pre-college MathRose Asera, 2013 For the participating faculty, working closely with colleagues and being connected to a broader network across the state has become a norm and a valued one. Faculty now look at collaboration as the “fastest, easiest, sustainable form of professional development.” Indeed, for them, professional development, and even the practice of teaching, would now be unthinkable without collaboration.

  8. Focus on Faculty Unpacking Professional Development: Mathematics Faculty Reflections on Re-thinking Pre-college MathRose Asera, 2013 “…Many of the changes at the colleges are now taking hold and could be a strong foundation for ongoing learning and inquiry… When teachers learn, when they take professional learning seriously, when they have support and resources, when they see learning as part of their job, they bring their learning to the classroom, and apply what they learn toward their students’ learning. And they want to keep learning.”

  9. Questions? Slides and handouts available at http://tinyurl.com/mathconf13moore

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