The Supervision Program (SP)
In looking forward to the next 25 years, the Making Math Real Institute (MMRI), in addition to continuing its focus on providing and expanding the 700 hours of seminars currently available, will present a new focus on providing significant support in helping MMR practitioners maximize their development as clinical math educators. The MMRI will be offering the following new structures to implement this new focus on the clinical development of MMR practitioners and all will be presented in a distance-learning format under the guidance of David Berg, ET, Making Math Real’s founder and director:
The Making Math Real Supervision Program is intended to support MMR practitioners at varying stages of their development from those who have completed at least the Making Math Real: Overview and one additional major course such as the 9 Lines Intensive, The 4 Operations and The 400 Math Facts, or Fractions, Decimals, and Advanced Place Value all the way to those who have completed all of the MMR courses, but are not yet ready for the Lab School Mentorship Program. The Supervision Program is less intensive than the Lab School Mentorship Program and is structured to help MMR practitioners successfully apply the MMR methods in correct alignment with students’ processing indications. Participant’s successful experience in the Making Math Real Supervision Program can provide the preparation needed for candidacy in the Lab School Mentorship Program.
The Making Math Real Supervision Program (MMR-SP) is a more generalized support structure for MMR practitioners and does not necessarily include their students. The focus of the Supervision Program is the provision of follow-up support and guidance for practitioners as a helpful transition from completing MMR courses to applying the MMR methods with their students. All of the MMR courses are extremely intensive, and all course participants need and deserve as much guidance and supervision as possible to help them activate and correctly apply the methods they have learned in the courses. The intention of the Supervision Program is to provide this support for a full range of MMR practitioners, from novices who may have yet to start working with students through those ready for the Mentorship Program. Similar to the Mentorship Program, practitioners can either be classroom teachers or in private practice.
The scope and focus of the Supervision program is to foster the development of becoming a successful MMR practitioner by providing guidance and supervision to:
- Help course participants ensure their course notes are complete, accurate, and understood
- Transition MMR course participants’ into becoming MMR practitioners: the process of beginning to practice with students based on the number of MMR courses that the practitioner has completed
- Understand students’ processing indications and individual prescriptions and learn to align instruction accordingly
- Design and administer initial assessment(s): how to make them and how to interpret them
- Determine where to start instruction with new students
- Create prescriptive scopes and sequences
- Make and apply prescriptive lesson plans
- Learn and develop the practice of clinical observation: maintaining clinical observation notes of students’ cognitive and affective behaviors
- Support case management
- Receive ongoing consultation services for any and all aspects of establishing and maintaining a private practice as an MMR practitioner
Please note the Supervision program is not for receiving new MMR content rather, it is for integrating and applying the methods that have been learned thus far. All new content is exclusively obtained in the MMR courses.
Since the structure of the Supervision Program is more general and less intensive than the Mentorship Program, practitioners’ students can either be in independent study or still in their math classes at their schools. However, in the cases of students that are still in their math classes at school, it will be necessary to determine if the MMR-SP would be appropriate for them. In the cases where classroom instruction is so extremely disconnected and contraindicated for the student’s individual prescription such that no form of intervention is feasible for that student, David Berg will decline the Supervision arrangement for that case and make the recommendation that an independent study program is indicated for that student. If, in these cases, an independent study agreement has subsequently been established, the Supervision Program would then be appropriate. Please understand, in the cases where there is no feasible intervention for the student, this means there can be no effective way to provide educational/developmental benefit for the student or for the practitioner.
The Supervision Program focuses on the MMR practitioner, so all practitioners who want this service for their professional development would cover the costs of David Berg’s hourly fee. However, if a school and/or parent is willing to cover the costs, that is also acceptable. Depending on David’s available time, practitioners can decide if they would prefer regularly scheduled session times or to schedule sessions on an as-needed basis.
The Supervision Program can also be used as either preparing an MMR practitioner for the Mentorship Program or as another way to receive support if a practitioner is on the waiting list for the Mentorship Program and would like some support in the meantime.
To request participation in the Making Math Real Supervision Program, please send the request to [email protected], and we will respond to the request as soon as we confirm the request adheres to the guidelines set forth above for individual practitioners and groups.