Just a few weeks ago PARCC and NAEP scores were released within days of each other and once again testing and standards were front and center in the headlines. Many have already begun the job of comparing scores, comparing assessments, making judgments, and the debate lines have been drawn once again in the "Common Core Era." As I reflect on the past few weeks, I am reminded of the sense of urgency before us and the need to truly focus on making mathematics more meaningful and relevant for more students. In light of this, there is an untold story that is missing from the public debate and headlines. 

Mathematics educators from around the country can now participate in conversations about the teaching and learning of mathematics without having to worry about varying grade levels for many of the standards. The commonality of state standards by topic and grade level, especially in grades K-8, has allowed for educators to easily engage in mathematics conversations without the need to put the "standard" into multiple grades based on a participant's adopted state standards. Many opportunities have often led to multiple collaboration projects within states and across states to develop and share resources that are available through an open access licensing agreement.

Many mathematics education leaders have come together around a common set of standards to develop professional learning resources and opportunities to support teachers as they develop their understanding of the standards, assessments, and instructional practices. It is important to note that national and international mathematics educators at various levels (preK-12 and beyond) have been involved in many efforts to increase the effectiveness of the teaching, learning, and assessment of mathematics so that all students will have a meaningful and relevant learning experience. 

The headlines may not reflect how the power of TEAM is changing mathematics education at all levels. Through my travels during the past year, I have had the opportunity to witness a shift from an "I" mode of operation to more of a "Team" mentality.  As mathematics education leaders, it is our responsibility to tell the "untold story" as we support those team members on the front line, our classroom teachers. Someone once said, "Together Everyone Achieves More."

 

The next time the conversation of standards, assessments, and results come up, I invite you to join the conversation and tell a part of the "Untold Story." Tell how you are involved in a TEAM that is making a difference for "Together Everyone Achieves at Mathematics." We can make it happen.

Thank you for all that you do!