#Insync eureka math professional#
In order to properly plan professional learning sessions for teachers during year two of implementation, I created a survey for teachers to gather information about their specific needs. Step 3: Gather Teacher Feedback and Create Personalized Implementation Plans In addition, I was able to assist teachers in modeling lessons and differentiating instruction. I believe the key to having teachers “buy-in” to using the program was the fact the teacher leaders and I were also teaching the program in our classrooms.Īs I received more training from Eureka, I was better able to bring back the new knowledge to my teachers and design the professional learning meetings around the specific components of Eureka such as the components of fluency in Eureka and the role of Exit Tickets in planning and preparing for the next day’s lesson.
While I was meeting on a regular basis with all teachers during planning times during the day, two of the math teacher leaders became our “resident elementary experts” with a focus on the fluency component of the program. This was imperative to the success of implementing the program in classrooms, and allowed certain teachers to become curriculum experts and support their colleagues. My district administration was supportive and also allowed our math teacher leaders as well as classroom teachers to attend. Step Two: Train Your LeadersĪs the year progressed, I continued to attend as many professional development opportunities offered by Eureka as possible. In addition, teachers “did the math” in each lesson to identify foundational standards necessary for success as well as possible student misconceptions. In these sessions, teachers focused on teaching components of a Eureka lesson as well as customizing a lesson to meet the needs of the students in their classrooms. The focus of the training was “Launching Eureka Math” and “Understanding the Major Work of a Grade Band.” With this new information, we designed several professional learning meetings in the summer for teachers to become familiar with the materials. I, along with several teachers, attended a two-day Eureka training in New Hampshire. Once the decision to adopt Eureka was finalized, my role was to plan the rollout of Eureka where I would lead the professional learning sessions as well as support teachers throughout the implementation process. After several teachers, myself included, piloted a module in grades six and seven, we realized that Eureka had the components that our current program was lacking: alignment to the Shifts in the Common Core as well as to the standards themselves. Two years ago, my district, Stonington Public Schools in Connecticut, implemented Eureka Math. Three years into our implementation of Eureka Math, however, I’ve seen the power of embracing a new program and creating an ongoing professional learning structure that allows the curriculum to guide each step of the process. For those of you who have the responsibility of rolling out a new program, I know the job can seem daunting. Implementing a new math curriculum in five schools is no small task.
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