This rubric was developed to assist teachers and administrators in effectively implementing a research-based mathematics instructional program. The criteria attached are consistent with the Report of the National Mathematics Advisory Panel (2008), the Common Core State Standards, and the Every Student Succeeds Act.
District and school leaders play a vital role in making the structural and instructional changes necessary to ensure that all students will read and write well and become mathematically proficient. It is not enough that teachers are trained; school systems must significantly alter the ways they provide ongoing support and organize and conduct the teaching of mathematics in all grades. Now more than at any time, perhaps, districts and schools will be under close scrutiny in the implementation of state program requirements, rigorous state standards, or the Common Core State Standards. Large sums of money have been invested in professional development, but unless administrators and teachers are diligent and relentless in the pursuit of excellence in teaching, much of the money may be wasted. This rubric is intended to serve as a roadmap to assist superintendents, district and site administrators, and others responsible for mathematics leadership as well as classroom teachers to understand the elements that must be in place for full and successful implementation leading to high student achievement. At the elementary level, coherent, effective mathematics programs are essential to prevent failure; at the upper grades and secondary level, systemic change is essential to allow for restructured time and targeted instruction for those students who are already struggling. The changes needed require reorganization and a renewed commitment to ensure that all students graduate with proficiency in reading, writing, and mathematics.
In addition to this rubric for assessing the state of mathematics implementation, a separate scale for assessing leadership and organizational capacity is part of this rubric. This rubric is not to be used for teacher evaluation; rather, it is a continuous improvement document that should be used for support and growth.