Clark Atlanta University Location

Young people are the future. And CiSTEMer is developing students to become leaders through math education. In collaboration with The Young People’s Project, CiSTEMer utilizes their near-peer model of allowing students to take charge of their Education and the way math is taught. As a result, these students serve as Math Literacy Workers (MLWs), a term developed by The Young People’s Project. MLWs typically range from high school to college-aged students, and they are all trained in many ways to develop the mathematical literacy of younger students. This is done through a series of student-created games, activities, conversations and mentorship opportunities. Through CiSTEMer, Math Literacy Work is done by students for school districts, colleges and universities, nonprofit organizations and the National Society of Black Engineers (NSBE). 

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About the Program

One hallmark of The Young People's Project is that young people have their own ideas on how Education and student learning should be done. Through the “A Community-based Approach to Recruiting, Preparing, and Retaining Diverse STEM Teachers Through Math Literacy Coaching, Mentoring, and Mental Health and Wellbeing” grant, High School Math Literacy Workers are trained to serve as Math Literacy Coaches to support graduate-level students at Clark Atlanta University on their journey to become certified teachers. 

• Why is it unique?

  In addition to taking graduate-level courses and student-teaching their own high school classes, Noyce fellows attending Clark Atlanta University will be observed and coached by High School Math Literacy Coaches. As the Math Literacy Coach is observing the class, they will take notes - looking to see if the teacher is upholding the standards, which were established by a team of other High School Math Literacy Coaches. Followed by an Observation Debriefing Session, the High School Math Literacy Coach will then discuss the teacher's teaching strategies, adjustments and acknowledgements of good practices. 

Program Highlights

As a collective, the Math Litearacy Coaches worked to compile a list of standards that they wanted new teachers to follow. These standards highlight what students think is important for their teachers to ensure the success of thier students. 

2024-2025 MLC Standards

During the 2024-2025 school year, the high school Math Literacy Coaches set standards that highlight 4 focus points for teachers:

Focal Point #1: Teacher Behavior

• Standard
  Evidence
• The teacher should be able to demonstrate support for their students by leading with a comfortable environment. 
  • Class is not too fast-paced
  • prepared teachers
  • Teachers easily and quickly adapts to changes
  • Teachers make time for their students who need help
  • Teachers show background knowledge of the subject - not just teaching from the textbook
  • Teachers make time for their students who are struggling
  • Teachers have appropriate work-date submissions
  • Teachers are mindful of other work that students have
  • Teachers demonstrate empathy and clear communication skills to their students
  • Concepts are explained in ways that students understand and cater to different learning styles
  • Teachers maintain order in the classroom by following rules and expectations

Focal Point #2: Student Motivation

• Standard
  Evidence

• Teachers provide opportunities to students that motivate them to complete their work and/or be more passionate about their education.

  • Class currency for good deeds
  • Teachers that reward students by setting achievable goals
  • Teachers create a bond with their class
  • Teachers listen to their students.
  • Teachers allow their students to share their struggles and successes.
  • Students see their teachers as role models.

Focal Point #3: Classwork / Schoolwork

• Standard
  Evidence
• The teacher assigns classwork that is relevant to the topic while maintaining student engagement.
  • Tests and quizzes
  • Hands-on activities
  • Teachers offer help and resources outside of class
  • Teachers do things to increase class participation 
  • Class discussions / academic debates
  • Students raise their hands and volunteer answers
  • In their own words, students are able to explain what they are learning
  • Ticket-Out-The-Door
  • Opportunities for students to self-reflect on the material 

Focal Point #4: Student Collaboration

• Standard
  Evidence
• Teachers create a productive working environment for students to work on their own or in groups. 
  • Organized group work with clear expectations and guidelines
  • Students Brainstormings topics with friends
  • Let disciplined students choose their own groups

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2023-2024 MLC Standards

• Standard
  Evidence and Importance
• Students are able to help other students
  Students are seen interacting with other students in positive ways. 
• Teacher engagement conveys passion and dedication

  Teacher need to “act” like they want to be there

  • Demonstrate commitment as a teacher
  • Foster a positive learning environment 
  • Foster an enjoyable learning experience 
  • Teachers understand the students and foster a connection with them
  • Teachers “teach to their students”, and not just to somebody
  • Teacher does regular check-ins to see which students are struggling / more advance 
  • Teacher acts excited to teach - excited about what they’re doing. 
  • Teachers don’t make it boring 
  • Teachers act like they love what they’re doing
• Teachers allow students to have a say in their learning that empowers them to foster a sense of ownership.
  • Let students choose their own groups more often throughout the school year .
  • Let students make decisions 
    Students take the initiative .
  • Decision-making builds skills, like collaboration, communication, teamwork, etc. 
• Teachers conduct check-ins with their students either, one-on-one or in small groups, to address the challenges they might be facing. 

  Teachers should do check-in's with students to address any challenges they might be facing. 

  • Walk around and ask if they understand
  • Communicate with their students to make sure they understand the lesson being taught
  • One-on-one talks / small group check-ins
• Teachers allow all students to share about themselves

  Teachers try to understand where students are coming from / their backgrounds

  • Teachers shouldn’t think that all students are the same
  • Teachers show empathy for their students 
  • Teachers should understand what students may be going through
  • Teachers make references to the backgrounds / diversity of their students
  • Teachers are inclusive of their students in classroom discussions 
• Incorporate hands-on activities into lessons on a weekly basis to promote active learning and practical skills in real life situations.

  Example:: experiments or labs

  • Math incorporated in art projects
  • Math incorporated in math games / puzzles
  • Not only using math with formulas and equations 
• Teachers provide students with real-life examples or problems that connect to the math in a straight-forward and resolvable way. 

  Students know the significance that is achievable in a straight-forward and resolvable way. Letting students know that math is important and attainable/can be easy. (math is all about patterns) 

  • Some / all jobs need to know math
  • Students have the mindset that math is too hard - this makes them not do it
  • Students are excited to do math 
  • Students are doing something interactive 
  • Students can teach other students 
  • Math can be used in sports and games and medical concepts , statistics and geometry, probability , coding and other real life situations - budgeting, planning a trip or a big purchase 
  • Teachers give a real-life problem or example 
• Teachers trust their students to get work done in their own ways

  Let students choose their own groups

  • Students having fun with their partners
  • Students sill getting their work done
  • Group work being allowed