Page 16 - Mathematics GRADE 9, DE-STREAMED (MTH1W)

parents or caring adults what their children are learning in mathematics at school. These communications also help teachers better understand students’ mathematical experiences beyond the classroom, and learn more about students’ interests, skills, and aspirations. Ongoing communication leads to stronger connections between the home, community, and school to support student learning and achievement in mathematics.
Principals
Principals model the importance of lifelong learning and understand that mathematics plays a vital role in the future success of students. Principals provide instructional leadership for the successful implementation of the mathematics curriculum – in the school and in communications with parents – by emphasizing the importance of a well-planned mathematics program and high-quality mathematical instruction, by promoting the idea that all students are capable of becoming confident mathematics learners, and by encouraging a positive and proactive attitude towards mathematics and student agency in mathematics.
Principals work in partnership with teachers and parents to ensure that all students have access to the best possible educational experience. To support student learning, principals monitor the implementation of the Ontario mathematics curriculum. Principals ensure that English language learners are being provided the accommodations and/or modifications they require for success in the mathematics program. Principals are also responsible for ensuring that every student who has an Individual Education Plan (IEP) is receiving the modifications and/or accommodations described in their plan – in other words, for ensuring that the IEP is properly developed, implemented, and monitored.
Ensuring that teachers have the competence, agency, support, confidence, resources, and tools they need to deliver a high-quality program is essential. Principals collaborate with teachers and school and system leaders to develop professional learning opportunities that deepen teachers’ curriculum knowledge, mathematical content knowledge for teaching, and pedagogy, and enhance their self- efficacy in teaching mathematics.
Community Partners
Community partners are an important resource for a school’s mathematics education program. Community partners can also contribute to the success of the program by providing support for families, children and youth, and educators, so that they in turn may support student learning. Relationships with local businesses, volunteer groups, Indigenous communities, postsecondary institutions, informal learning spaces such as museums and science centres, and community organizations such as those that serve newcomer families or marginalized communities, can provide opportunities for authentic perspectives and real-world application of mathematics, as well as support for families. Nurturing partnerships with other schools can facilitate the sharing of resources, strategies, and facilities, the development of professional learning opportunities for staff, and the hosting of special events such as mathematics or coding workshops for students.
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