Welcome to the Mathematics department of STEM and Instructional Resources.  Our department provides professional learning opportunities necessary to support and sustain improved student achievement.


STEM envisions a professional and diverse learning community of educational leaders that ensures every student in every classroom has access to effective mathematics teachers, relevant curricula, culturally responsive pedagogy, and current technology.


To achieve our vision, we will:

  • Network and collaborate with stakeholders in education, business, and government communities to ensure the growth and development of mathematics education leaders.
  • Communicate to mathematics leaders current and relevant research, and provide up-to-date information on issues, trends, programs, policies, best practices and technology in mathematics education.
  • Support and sustain improved student achievement through the development of leadership skills and relationships among current and future mathematics leaders.
  • Motivate mathematics leaders to maintain a life-long commitment to provide equity and access for all learners.


The conditions that need to exist in our schools if every student is to experience improved achievement in mathematics will depend heavily on our ability to facilitate the four Mathematics Leadership Framework Principles, each with three specific indicators for leadership actions.


Four PRIME domains or principles of leadership responsibility anchor an improved future for mathematics education:

Leadership Principle 1 – Equity
Ensuring high quality mathematics learning for every student.

  1. Every teacher addresses gaps in mathematics achievement expectations for all student populations.
  2. Every teacher provides each student access to relevant and meaningful mathematics experiences.
  3. Every teacher works interdependently in a collaborative learning community to erase inequities in student learning.


Leadership Principle 2 – Teaching and Learning
Ensuring high expectations and access to meaningful mathematics every day.

  1. Every teacher pursues the successful learning of mathematics for every student.
  2. Every teacher implements research informed best practices and uses effective instructional planning and teaching strategies.
  3. Every teacher participates in continuous and meaningful mathematics professional development and learning in order to improve his or her practice.


Leadership Principle 3 – Curriculum
Ensuring meaningful and relevant mathematics in every lesson.

  1. Every teacher implements the local curriculum and uses instructional resources that are coherent and reflect state standards and national curriculum recommendations.
  2. Every teacher implements a curriculum that is focused on relevant and meaningful mathematics.
  3. Every teacher implements the intended curriculum with needed intervention and makes certain it is attained by every student.


Leadership Principle 4 – Assessment
Ensuring high levels of learning for every student.

  1. Every teacher uses student assessments that are congruent and aligned by grade level or course content.
  2. Every teacher uses formative assessment processes to inform teacher practice and student learning.
  3. Every teacher uses summative assessment data to evaluate mathematics grade-level, course, and program effectiveness.