The Honey W. Nashman Center for Civic Engagement and Public Service at The George Washington University is seeking applicants for a full-time Program Coordinator position with its Math Matters program. Math
Matters is a high-impact math tutoring program that recruits and trains
college students and community volunteers to tutor middle school
students in low-income neighborhoods. The Program Coordinator will work
with the Program Manager on tasks associated with day-to-day operations,
assessment, and evaluation of the Math Matters program.
We are recruiting at least one graduate student at the master’s or PhD levels to work with us in the development of a mathematical mindsets and identities tool that will be used in a larger project that will explore students’ different pathways through middle and high school algebra (see text below). We have funding for up to 20 hours per week for Fall of 2022. The position begins September 1st. All work could be done remotely. If you are interested, please send a brief email and your CV to Susanne.Strachota@tufts.edu.
Developing and piloting a measure for mathematical mindsets and identities
proposed work aims to develop and pilot a measure for identifying
students’ mathematical mindsets and identities in 8th and 9th grade.
Building on prior work on mathematical mindsets and identities we will
develop, pilot, and refine a tool with the intention of using this tool
in a larger, scaled-up version of our study in which we will examine how
the compacted pathway (taking Algebra 1 in middle school) versus the
regular pathway (taking Algebra 1 in high school) impact students on
three dimensions: mindsets and identities, ability to generalize
mathematical relationships, and performance in mathematics. The proposed
study is one small slice of the larger, scaled-up study, for which we
will apply for extramural funding, and which will result in direct
recommendations to support school districts as they design algebra
pathways for their students.
Each data collection cycle
has two parts. First, we will administer the questionnaire as a written
assessment with 2-3 classes of 8th and 9th grade students. Second, we
will interview a representative subset of students from each class using
the cognitive interview method to evaluate if the results of the
written assessment align with what we learn about students’ mathematical
mindsets and identities. Based on the outcome of the interviews, we
will modify the assessment as needed.
We might conduct
additional cycles of written assessments with all students and cognitive
interviews with representative subsets of the students that took the
written assessment. All data collection will be conducted remotely.
Join us for a three-day, in-person workshop series and professional learning community where you will have the opportunity to connect with educators from different grade-levels and curricular backgrounds. We will also break out into more specialized work time with educators from similar grade-level strands (Early Childhood, Elementary & Middle School). Our keynote speaker this year is Ben Mardell from Project Zero and we are offering 19.5 hours of continuing education credits.
Middle School Workshop: Building a Culture of Collaboration What classroom experiences merit genuine collaboration? How do we scaffold these experiences to foster inclusivity, promote dialogue, and invite productive struggle? Together we will explore activities and routines that build a classroom culture of collaboration. This workshop strand will be taught by middle school math teacher Liz Caffrey, but will incorporate a range of subject-specific examples. We will explore how a strong classroom culture makes it possible for students to innovate together, especially through taking action for justice and working on interdisciplinary projects. There will be space for teachers to debrief, learn, and troubleshoot together. Participants will leave with practical tools to apply in their classrooms, as well as many inspiring ideas for collaborative projects! Elementary School Workshop: Social Justice Embedded in Classroom Culture Intentionality is the cornerstone of creating a classroom culture that is inclusive and responsive to a diverse group of learners. Learning at all ages can be rich and meaningful, infused with playfulness and even a touch of magic. Learning about human beings—what is true about them and what they need, want, and deserve—helps children connect and empathize. It fosters a child’s desire to reach out and support others. Second-grade teacher Jill Ferraresso will take you through some of the ways that she designs her classroom to support the brilliance of every child. Using examples from Jill’s social studies and social justice curricula as inspiration, participants in this workshop strand will practice designing lessons to fit their own classrooms and schools, allowing room for responsiveness to the unique children in their midst.
Early Childhood Workshop: Building a Nurturing Ecosystem for Young Learners A
child’s social-emotional well-being is the foundation from which
high-quality learning develops. However, it is nearly impossible to
measure or teach social-emotional skills in a one-size-fits-all manner.
Our role as early childhood educators is to support children in
developing the skills to form healthy relationships, navigate their own
and others’ feelings, build independence, and establish a sense of self
within a community. Bob Dowling and Mia Bullock, two of Atrium School’s
early childhood educators, are excited to share how they use intentional
play-based learning in their classrooms to spark joy and support
student growth. The goal of this workshop strand is to create a space
for early childhood educators to learn and grow together. During our
time, we will: develop a shared understanding of child development
theory, curate a collection of resources and activities that can be
brought back to your school, and create a space for teachers to share
their own experiences and build community.
Summer Job Openings Background: The New American Association of Massachusetts (NAAM) is a non-profit organization that provides social support services to refugees and immigrants in northeastern Massachusetts. Core services include: ESOL classes, employment, case management, citizenship, youth programming, and more. NAAM’s Youth Program serves immigrant and refugee youth in grades K-12 through afterschool and summer programs, tutoring, mentoring, family engagement, and much more. We are currently hiring for a number of short-term positions for our summer youth program. Location: Lynn, Massachusetts Dates: July 5th to August 19th Compensation: $20-$30, commensurate to experience and licensure
More information can be found using the link below.