Voice Presentation

1. CURRICULAR
VERTICAL ALIGNMENT
Kristi Plummer

2. What is Curricular Vertical
Alignment?
 “Planning and implementing the curriculum
sequence from one grade level to the next in
grades Pre-Kindergarten to grade twelve”
(Bergman, Calzada, LaPointe, Lee, and
Sullivan).
 Bergman, Calzada, LaPointe, Lee, and
Sullivan also state that “Vertical collaboration,
or planning together with teachers across
grade levels, surfaces as requisite for
success.”

3. Vertical Allignment
 Will the teachers find vertical alignment
successful?
 Will sharing with other grade levels help the
teachers and benefit the students?
 After we align the Numbers and Operations
standards will teachers want to continue with
the other standards?

4. With Vertical Alignment I want to
Look at…
 Teacher Knowledge
 Getting Teachers to want to Change
 Sharing Ideas with each other
 Communicating more
 During planning involving teachers from
surrounding grade levels.
 Teachers feeling as if they are coming out of
our monthly math meetings with useful
information.

5. Teacher Knowledge
 Just because a teacher knows a lot about
math does not make them a good math
teacher.
 “Effective mathematics teaching requires
understanding that students know and need to
learn and then challenging and supporting
them to learn well” (Stump).
 I want out teachers to learn from one another.

6. Why Should Teachers want to do
this?
 “When teachers are more comfortable with
teaching a particular topic, they are more likely
to allow for student questioning and
discussion, an essential feature of inquiry.
(National Research Council, 2000).
 Darling-Hammond, Bullmaster, and Cobb state
that “Teacher educators learn more about
teaching as they teach collaboratively with
veteran teachers”

7. How does this Benefit the
Students?
 Transitioning
 Vocabulary
 Academic Success
 Schielack and Seeley state how “Aligning major
ideas across grades 3-8 efficiently addresses the
curricular aspects of students transitioning from
elementary to middle school mathematics.”

8. My Goals:
 I want teachers to feel as if our monthly math
meetings are useful and helpful. Not a waste
of their time or just another meeting they have
to go to.
 After the first year I want to expand and have
surrounding middle school math teachers
come over and join our meetings.
 Most importantly I want our teachers to grow
from this experience which will in return benefit
our students.