What is our CORE value?

Teams Work no one person has all of the right answers all of the time. Collaboration amongst men and women of strong faith and character provide for real, inspired solutions to the problems plaguing the society we have today. Each of us has been blessed with individualized skill sets that when combined and brought to bare on complex problems generally apply innovative solutions.

http://votefinchem.com/about-mark.html

Above is a quote found on the information page for one of our AZ State Legislature members who is also the primary author of S.B. 1458. TEAM work is something I value as part of a collaborative culture to meet the needs of our students. I find it intriguing that a member of our state legislature describes TEAM work, as one of his core values. However, I do not see this specific core value represented anywhere in S.B. 1458. 

For the past 4 years, mathematics teachers, leaders, and administrators have strongly collaborated regarding high expectations for teaching and learning mathematics for ALL students (This blog is dedicated to our collaborations). Teachers and leaders were given multiple opportunities to review the 2010 standards before they were adopted by the state board of education. Teachers, were invited from across the state to assist with creating resources to support understanding said standards and more specifically, engage in collaborative conversations on “how” to ensure learning for ALL students to meet the college and career standards. As a district mathematics leader, I have worked side-by-side with district mathematics leaders from across the state to support our teachers and ALL AZ students.  This ability for TEAM work and collaboration made the journey more bountiful for AZ students and we have been able to work together to provide curriculum, instruction, and assessments that prepare ALL students. 

If S.B. 1458 is passed, how will the core value of TEAM Work be exemplified in AZ? When I read the bill, I foresee that the power of state collaboration non-existent.  I foresee that the expectations of teaching and learning mathematics will now be left up to each individual district. Let’s just pretend that there is a district that feels the current math content is “too hard” for those students so they are not going to expect those students to learn rich mathematics.  At that district, math expectations are going to be minimal. On the flip side, you might have another district that has high expectation for ALL students. They work diligently to prepare ALL students for the challenges post-high school. If we are going to solve complex problems, prepare AZ students for the mathematical demands of the 21^st century, how will dividing the problem solving ability of our districts, giving sole power to one person either at a district or state department, create an innovative solution as described in your core value? 

As a parent of three children and a teacher, I value TEAM work. I want the best for my children and my students. I want the experts who understand content and know exemplary instructional practice to work with other experts to make those decisions, which will support learning for ALL students. I also want to ensure that my children are blessed with a school/district that believes ALL students can learn meaningful mathematics, who have high expectations for ALL students, and create equity through TEAM WORK, a priority in education.  

The views expressed in this blog post are my own personal opinions, and do not necessarily reflect the views of the Phoenix Union High School District.