Introduction to new core standards: What are the changes? 
How  to think about going more in-depth in less areas over longer periods of time.
 

Socio-mathematical norms:
Working on strategies to foster thinking and realizing the power of sharing student work
 

Student Discourse: Thinking about how to engage students in dialogue with each other 
about their work, their thinking and the power of “pressing understanding” 

students engaging in explanations, discussions and debates 
of their mathematical conjectures, reasoning, representations, 
generalizations and justifications
 

-          Worthwhile tasks: Developing tasks that authentically engage students in deep 
           mathematical thinking – focusing on student actions and interactions that center on 
           understanding and invention of important and relevant mathematical concepts, 
           processes and relationships – students accessing and experience challenge 
           and mathematical insight
 

-          Assessment: How do we know what kids know? How do kids show what they know?

Wellness - We know that the traits of leadership, teamwork, problem solving, listening, communication, creative thinking, motivation and goal setting are important to the moral and performance character of constructive and positive members of a community.

These are the traits we want to be thoughtful about fostering in the academic, social/emotional and physical portions of a child’s school day. The opportunity here is that each teacher will be able to determine on a daily basis when their students need an activity whether it be stretching in the class, a deep breathing session or a physical activity outside.
 
This also frees teachers up to determine the length of time needed on any given day depending on the individual needs of their class. We can also use this as an opportunity to model for students and the community different ways to engage children in physical activity and the power it brings to their learning and relationships.

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Research and Inquiry - We will use the following questions to help frame student work in the library as an extension of the learning that begins and is centered in the classroom:
 

What constitutes a good question? (In the library students can research a new idea, 
select a book, expand their   understanding of a current interest, and/or evaluate information)
 

How do I access information sources in order to develop understanding of my questions? 
(In the library, students learn can the appropriate tools for finding the information they are looking for.)
 
How do I synthesize/evaluate my findings? 
(In the library, students can learn to effectively judge the quality and reliability of the information they have found?)
 

How do I share and/or display my thinking? 
(In the library, students can discover which medium, tool or technique will effectively communicate their findings.)
 

 What have I learned through this study? 
 (During or after their library work, students assess the progress they have made, the learning they have done.)
 

What are my next questions or steps for learning? 
(During or after their library experience, students reflect on their findings and wonder where they are to go 
 next in their thinking.)

Teaming – This continues to be an area that we need to think about. It is important that we continuing to foster teacher leadership.

There is a great deal of talent and thoughtful insight on our work amongst us and the ongoing question is how do we tap into the resources right in our own building to help grow our understanding of curriculum and instruction?