Need for math help beyond assigned math labs and for students taking Algebra 2, Pre-Calc, College-Algebra, or above. I was spending my prep and lunchtime helping Algebra 2 students that were not my students because they were not comfortable going to their teacher for help. I was not able to help my students all the time because I was helping other teachers students.
I knew I had a great relationship with the counselors and the administration so I discussed my idea of a peer tutoring with them first to get a feel of the logistics and if it could happen before I went to the department. I also had a great relationship with the NHS advisor so we started brainstorming. Many students would benefit. Obviously the math students needing help, but also the tutors would gain NHS hours and they would gain a great experience helping others. I knew the limitations and strengths within my school I used what I learned about my communication and personal effectiveness to help me begin the process.
Our district is going to be faced with the reality of students needed 3 credits of math to graduate. The class of 2020 will be the first class that has these requirements. We had 12 first semester failures in algebra 2 alone. (see artifact Algebra 2 failures). We need to do something for these students. We all know how important graduation rates are to districts but more importantly we need to help these students learn. This will help there ACT score which could open doors as stated in my context. Communicating about the needs of our district got the attention of my department
I discussed with the department the logistical challenges of this plan. Many of them said “oh we tried that years ago and it didn’t work.” I sat down with them and asked them why they thought it didn’t work. Instead of stepping in and pushing my idea, I listened to them and established a trustworthy work environment where all felt it was a safe place to openly exchange ideas. Many said it seemed to be worthless because the students that needed the help wouldn’t go to the tutoring center. Together we discussed that that might change due to the 3 credits required to graduate. I asked for feedback in a survey and asked them to survey their students. I wanted to provide an avenue for growth and feedback as a department. I believe this is why I got 100% participation on my survey I sent the department about my plan. (see artifact Survey sent to math teachers) I feel my coaching and mentoring competency grew to developing during this process.
Both like stated above years back a teacher tried to implement this plan but it didn’t work and never really got off the ground and running. So this would be a new design and this would be the first time the tutoring program would work with NHS and it would be more structured. I also would take the lead and work with the students in my classes to provide the tutoring.
The data is out there how if students take Algebra 2 and or above their chance of scoring 22 or above on the ACT statistically increases. So I want all kids no matter their background to sign up for these classes and challenge themselves and not take the easy third math credit just to graduate. I want our working students to be able to have a period they can come to study and get the help they need no matter what period of the day that may be. I want students to have the confidence to challenge themselves and know that they have help available. I also know how powerful tutoring can be for the tutor. If I can get kids that have struggled in the past with math helping others imagine the confidence that can instill in them before they go to college. Kids who thought they were terrible at math can peer tutor younger students which ends up a win win for all.