The TEAM-Math Curriculum Process

The TEAM-Math project in east Alabama consists of 12 school districts and 2 universities working together to improve mathematics education in the region. One of the key components in achieving our goal is to develop a shared vision for the mathematics that should be taught at each course and grade. When district representatives met prior to the beginning of the project, they were quite skeptical about the possibility of having all 12 districts agree on a common curriculum, yet that is precisely what has happened. Over the first 16 months of the project, we undertook a three-step process to gain consensus.

Phase I -- 2003 Curriculum Guide

In spring 2003, a group of 60 classroom teachers representing each of the 12 school districts met with university faculty to review the Alabama Course of Study: Mathematics, which had just been adopted, the national standards for mathematics developed by the National Council of Teachers of Mathematics, and state and national assessment frameworks, including the National Assessment of Educational Progress and the Stanford Achievement Test (10th edition) which is required by the state,

This process resulted in a set of "big ideas" that should be covered for each gradeband (K-2, 3-5, 6-8, and 9-12). These were organized into a chart which highlights the articulation of these ideas across the gradebands. Based on these big ideas, the teachers from each gradeband then developed a list of concepts to be covered in each course and grade within that gradeband. Again, there work was organized into charts showing the articulation across the grades. This material was orgnaized into a preliminary draft of the TEAM-Math Curriculum Guide. This guide was distributed to all the districts and schools within the partnership.

Phase II -- Textbook Review

The second phase of the process occurred during fall 2003, when the committee met to review all textbooks recommended by the Alabama State Department of Education. While each district by law needed to conduct its own review process, it was hoped that the committee could provide some guidance for the districts to consider. The first step of this process was to review the textbook series with respect to the TEAM-Math project goals. A form used by Baldwin County (AL) Schools was adapted for use in this first step, consisting of 19 questions addressing how the series engaged students in teachers in the learning process; see sample review form for this first step. In the second step, teachers reviewed the textbooks for alignment with the Alabama Course of Study and the TEAM-Math curriculum guide; see sample review form for this second step. The teachers then compiled their ratings to form recommendations for what textbooks should be adopted at each grade level.

The committee's findings were compiled in a textbook review report that was disseminated to all schools and districts. In addition, a "curriculum showcase" was held for teachers on district-level review committees, and a briefing was held for district- and school-level administrators. The recommended textbooks were eventually adopted by all 12 school districts with only minor variations.

Teachers from the TEAM-Math Curriculum Writing Team, hard at work during Summer 2003.

Phase III -- Revised Curriculum Guide

Finally, the committee reconvened in spring 2004 to refine the Curriculum Guide. The first part of their work involved building on the alignment process that was begun in the first draft of the Curriculum Guide to include references to the recommended textbooks. Each grade produced a detailed chart outlining the alignment of the TEAM-Math objectives with the State Course of Study, required assessments, and the recommended textbooks. The second part of their work consisted of producing guidance on sequencing the topics and resources to guide instruction. This work was compiled to become a second section of the curriculum guide. The document was again distributed to all schools and districts in the TEAM-Math partnership. It was highlighted during our 2004 Summer Institute for our first cohort of schools. We also held two two-day workshops to introduce teachers from non-Cohort schools to the guide. All districts have either adopted the Guide or built on it in producing their state-mandated district-level curriculum guide.

Impact of the Curriculum Process

The TEAM-Math curriculum process has become a cornerstone of our improvement efforts. Attention to the Guide and the recommended textbooks is incorporated into all our TEAM-Math professional development. During our 2004 summer institute teachers oriented to the guide, and activities were drawn from the recommended textbooks. Our follow-up workshops throughout the year emphasize analysis of activities that support upcoming topics for the next quarter. This gives us a powerful point of reference, in that all the teachers are using the same curriculum. Finally, we are incorporating attention to the curriculum in our university preservice courses.

All of the materials produced by TEAM-Math have been published on our web site, and we have received numerous reports of teachers referencing the work that has been done, both within our state and in other states. In addition, our comprehensive model for curriculum alignment and textbook adoption should be of interest to other partnerships or even districts interested in creating a curriculum that promotes high and achievable standards for all students.

Keys to Success

There have been several keys to our success.

1. Engaging classroom teachers, along with university faculty in a facilitative role, throughout the process, enhanced buy-in and practical usefulness. When teachers suggest that the TEAM-Math curriculum is just something the universities have produced that is not responsive to teacher needs, the many teachers involved in the process quickly clear up that impression. Moreover, teachers are finding this a useful document, based on several surveys we have conducted.
2. By pooling expertise among the partners, we were able to achieve a better-quality product than any one of the partners who had produced individually. Since many of the districts are very small, they likely would not have had the necessary personnel to develop a detailed curriculum guide. But in pooling the "best of the best," their expertise can be added to those from other districts to produce a quality product.
3. We have continuously held briefings on the process for administrators and other stake-holders, to ensure that they remain committed to the process, as well as providing them with an opportunity to put forward any particular needs they may be observing.

A Continuing Process

Finally, this is an on-going process of improvement. Indeed, we are currently beginning the next phase of work on the Curriculum Guide, which will incorporate feedback from teachers and outside reviewers and which will include new features, such as sample assessment items. At its initial meeting, the committee set forward a number of priorities, including:

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