There are many outstanding teachers in our schools, but often only the students in their classroom feel their contribution. If schools are to provide high levels of teaching and learning for all students, schools must look at a coordinated plan for curriculum that is used by all teachers.

A coordinated plan does not mean that all teachers use exactly the same lesson plans on the same days. It does mean, however, that the school has a planned currisculum, and a sequential progression of learning and skills development. This plan should be a living document - one that guides decisions and classroom work.

Successful schools that are improving teaching and learning report a number of factors that are responsible for their success. Examples of these factors include the following:

• Staff openness to change and working together as a team.
• Continuing efforts to plan and work together in alignment with school goals and curriculum with state and district goals and standards.
• Provision of quality professional development for all staff including peer observations, team teaching, use of instructional mentors, etc.
• A constant effort to align classroom activities with the curriculum, including lesson plans, textbooks and instructional materials, and ongoing classroom assessment.
• Reflection on what is working and what is not working

Listed below are examples of questions that you can use to assesss the strengths and weaknesses of your schools' mathematics curriculum.