Other schools have math specialists and coaches, but Lower School Math Specialist Jodi Spiro says her position at Rowland Hall is unique. Different from a math coach, a specialist enhances the student learning experience in math and partners with classroom teachers to ensure each child learns at his or her level. The Lower School is fortunate to have Jodi, now in her third year. Director of Marketing and Communications Stephanie Orfanakis sat down with Jodi to find out more about her job and how she inspires students to engage in flexible thinking and use math in everyday life.

Tell me what it's like to be a math specialist.

Every day is dynamic and interesting. What I do depends on what the classroom teacher needs for that week. Sometimes I teach the whole class; sometimes I'm working with a small group. My role is to ensure each student is challenged at his or her level. It's so satisfying to see students have breakthrough moments and to coach them along as they struggle to work through difficult problems. My favorite moments are when students find me in the hall or at recess to tell me they passed a test or solved a problem we’ve been working on.

How does your role benefit the students?

I'm a resource for students who need additional practice or further explanation of a concept. I'm also a resource for students who need an additional challenge. I meet with groups of kids to explore stimulating activities that complement what's being learned in the classroom.

What has been the biggest surprise in your role?

As a classroom teacher, I enjoyed the variety and challenge of teaching several subjects. Now that I have a singular focus, I'm inspired and challenged in a totally different way. I'm able to concentrate on math and am surprised by how much I've enjoyed specializing. I love how creative I get to be in my role. I spend a lot of time thinking about ways to make math fun and relevant to students. I love solving problems right along with the students.

Why is it important to have someone in your position?

I'm able to help teachers differentiate math activities to ensure students are being appropriately challenged and supported. Time is a precious commodity for classroom teachers and it takes a lot of time to sift through all of the information about elementary math. In my position, I'm able to try new games or activities with students, and teachers are able to focus their instruction on smaller groups. Additionally, as we work to implement the Strategic Plan, it's important to have a person who is focused on researching best practices for elementary math.

What inspired you to move from being a classroom teacher to a math specialist?

I spent many years as a classroom teacher. Three years ago, when I returned from maternity leave, I took on a teacher-support role and helped teachers with a range of duties from substituting to guiding reading groups. As it turns out, I was mostly helping teachers with math instruction. From that, the teachers and administration saw the value in having a math specialist.

Tell me about your first memory of enjoying math.

I was a second grader. While the rest of the class was working on something, my teacher took me aside and showed me some multiplication problems. She asked if I was able to figure out what was going on. She didn’t give me any instructions other than asking me to play with the numbers. I remember discovering patterns within the problems and feeling like I had unlocked a secret code. I'm still fascinated by number patterns.

In your opinion, how does math benefit everyone, even those who don't pursue a career that requires a high level of math?

So much of math is a thinking skill. The problem-solving process can be applied to any problem, not just a math problem. Thinking about what you know and what you don’t know, making a plan, and then answering a question is a life skill.

Give me an example of how a Lower School student can apply math in their everyday life.

Money and sports are natural ways to involve kids in math. For example, kids can keep track of their running time and graph improvements or make estimations of how much a grocery bill is going to be. Another great way to spark curiosity and have fun with math is to ask kids open-ended questions that don’t seem “mathy,” such as, “How long do you think it would take me to count to a billion?”   

How do you stay current on math education and trends in math?

I stay current by spending a lot of time reading. I'm a member of the National Council for Teachers of Mathematics (NCTM). NCTM.org has a ton of great resources. I get a lot of ideas and information from NCTM’s monthly publication, Teaching Children Mathematics. I also follow a couple of math blogs (Dan Meyer and Marilyn Burns are two examples).

Rowland Hall is incredible in supporting professional development for their teachers. I've traveled to several conferences and trainings related to design thinking, formative assessment, mathematical practices, and makerspaces.

But I probably get the most out of talking with my colleagues. I’m always amazed and impressed with what the teachers in all of the divisions are doing with math.

What advice do you have for parents who are concerned about the level of math their student is performing?

First and foremost, if parents are concerned, talk to the teacher. Teachers are skilled at assessing their students’ strengths and weaknesses and they work tirelessly to keep students motivated and succeeding. Anyone can do math and like most things, the path to success is different for everyone. Math is just like a sport or playing an instrument and requires focused practice.

Much of the learning students do in the Lower School is centered on thinking flexibly about numbers and learning different strategies to solve problems. Some of the computational strategies that students are learning can seem less straightforward than standard methods that parents are used to. My advice is to have your child explain their thinking or have the teacher explain a strategy to you. I am always amazed at how these kids can manipulate numbers in their heads.

Another important thing for parents to remember is to remain positive when talking about math. Try not to say things like, “I’m bad at math too.” Encourage your child to embrace challenges, and most importantly, celebrate big and small successes with them.

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