The following can be used to understand the Mission Statement and Theory of Action for the Mathematics Department in Cambridge Public Schools.
The goal of mathematics in Cambridge Public Schools is to assure learning experiences that create lifelong problem solvers who can collaborate, adapt, and adjust to a diverse and ever changing society. The actions of the math department are designed to ensure instruction that is equitable and rigorous and support each school in becoming a multi-generational math learning community.
Theory of Action for the Department
If the Mathematics Department supports our students by
- Delivering a high quality mathematics program that prepares them for college and a career.
- Incorporating effective uses of technology that enhances student understanding and skills.
- Having them engage in goal setting that helps them reflect on their own work, understand the standards to which they are held accountable, and take ownership of their learning.
- Developing students’ literacy skills that will allow them to deepen their understanding of mathematics concepts and develop reasoning skills that apply across the disciplines.
If the Mathematics Department supports our teachers by
- Exploring mathematical ideas in ways that stimulate curiosity, create enjoyment of mathematics, and develop depth of understanding.
- Outlining an effective mathematics program based on a carefully designed set of content standards that are clear and specific, focused, and articulated over time as a coherent sequence.
If the Mathematics Department supports our schools by
- Establishing and supporting instructional math coaches who lead the improvement of mathematics instruction in each school and ensures every student has access to a math program that meets their needs.
- Implementing and supporting instructional materials aligned to state standards that meet the needs of all learners through effective and well-defined differentiation opportunities.
- Outlining a comprehensive assessment program that provides students with frequent feedback on their performance, teachers with diagnostic tools for gauging students’ depth of understanding of mathematical concepts and skills, parents with information about their children’s performance in the context of program goals, and administrators with a means for measuring student achievement.
- Utilizing connections with outside agencies and community resources that inspire our students and staff to engage in meaningful mathematics.
If the Mathematics Department supports our families by
- Communicating how our schools are meeting the needs of their children through activities that allow all families to be involved.
- Providing resources for families to be involved as a partner in their child’s learning and in the learning of all Cambridge students.
Then students in Cambridge Public Schools will
- Engage in mathematics classrooms that stimulate curiosity, create enjoyment of mathematics, and develop depth of understanding.
- Experience higher levels of academic achievement that eliminates inequities and achievement gaps between student groups.
If CPS provides Upper School Students with…
- A consistent high-quality upper school curriculum that is academically rigorous, prepares students for high school success, builds 21st century skills, and is aligned with the national Common Core Standards, and…
- A socially and emotionally enriching upper school experience, supported by mentoring, electives, and high-quality out-of-school-time opportunities, and…
- The supports to successfully transition to and engage in the upper school program, as both a community member and scholar, and…
If CPS provides Upper School Faculty with…
- Access to high-performing professional learning communities, supported by teaming and professional development within grades and across disciplines, and…
If CPS provides Cambridge Public School Families with…
- Meaningful opportunities to participate in and support Innovation Agenda implementation and the transformation of the schools and district,
Then CPS will achieve…
- Higher levels of academic achievement for Upper School Students, both in absolute performance and student growth
- Decreased gaps in achievement among Upper School Student groups and across Upper School Campuses, as equal access to a high-quality Upper School Program supports