<%3fxml version="1.0" encoding="iso-8859-1"%3f> The North Carolina Partnership for Improving Mathematics and Science - FAQS
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Friday, 11 March 2005
Frequently asked questions.Image

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What is NC-PIMS%3f
What are the strategic points of focus for NC-PIMS%3f
What is an NC-PIMS Facilitator%3f
What is the role of the University Center/Hub%3f
What is the nature of the partnership for school districts%3f
What is a Lead Teacher%3f
What is the role of the District Leadership Team%3f

How is funding distibuted within NC-PIMS%3f
What are the material benefits to a
School District Partner%3f
How can my School District become involved in NC-PIMS%3f
How can I become involved with NC-PIMS%3f



1. What is NC-PIMS%3f

NC-PIMS is the North Carolina Partnership for Improving Mathematics and Science. The partnership consists of 12 school districts in eastern North Carolina, the University of North Carolina, the North Carolina Mathematics and Science Education Network, the North Carolina Department of Public Instruction, North Carolina State University, East Carolina University, Fayetteville State University, University of North Carolina Wilmington, University of North Carolina Pembroke, University of North Carolina Greensboro, and the North Carolina Community College System. The project is jointly funded by the U.S. Department of Education and the National Science Foundation. The goal of the project is to improve student achievement in mathematics, while simultaneously closing the achievement gap between ethnic and racial populations.


2. What are the strategic points of focus for NC-PIMS %3f

The project seeks to make improvements in the teaching and learning of mathematics by focusing on three strategic areas. The first is the professional development of teachers; the second is student encouragement through parental and community activities; and the third is policy and leadership at the state and district levels.


3. What is a NC-PIMS Facilitator%3f

The project supports 11 Facilitators, each specializing in mathematics and focusing on grade levels K-5 or 6-12. Facilitators are assigned to one or more school district partners. For administrative and program purposes, each Facilitator is also assigned to one of three university centers (East Carolina University, Fayetteville State University or University of North Carolina Wilmington). A Facilitator plays a key role in coordinating and planning professional development in mathematics within the 12 school districts and in setting up community activities for parents and students. Each facilitator reports to the project director.


4. What is the role of the University Center/Hub%3f

There are three university centers, or hubs, that are geographically well situated to serve the 12 county school district partners. Each of the universities houses a center that supports the teaching and learning of mathematics, and is a hub of the North Carolina Mathematics and Science Education Network. A Site Coordinator at the center manages the material, supply and communication needs of the Facilitators assigned to the center. The Site Coordinator is the main university contact for Facilitators and the Project Director for center activities. The universities also provide faculty to plan and deliver the courses supported by the project, meeting space for planning and development, and coordination and distribution of stipends to teachers for participant support activities.


5. What is the nature of the partnership for school districts%3f

A school district partner has made the improvement of student achievement in science and mathematics a top priority in its strategic plan that includes professional development of all teachers of mathematics. The school district receives support for its professional development of 12 hours per year for its teachers of mathematics. The district cooperates in identifying Lead Teachers to participate in course work and to deliver the professional development to its teachers. The district agrees to cooperate with the evaluators of the project and assist in making data available to evaluate the project. The teachers receive professional development that supports the changes in the mathematics curricula and the new North Carolina mathematics tests. School districts play an important role in planning the project with members of the NC-PIMS management team and the Facilitators.

6. What is a Lead Teacher%3f

A Lead Teacher is a teacher who has been selected as a school resource and leader for mathematics, who has the respect of her or his teacher-colleagues in the subject area specialty, who has formally agreed to participate in specified coursework and leadership training, and who has agreed to work with NC-PIMS Facilitators and to provide their teacher-colleagues with support in professional development. The Lead Teacher structure represents a sustainable resource for school districts as a means to build teacher leadership at the school house district level. The Lead Teacher is under a formal agreement to fulfill these and other specific tasks in support of improving student learning of mathematics and/or science.


7. What is the role of the District Leadership Team%3f

The District Leadership Team (DLT) is a group of people assembled by the Superintendent to ensure that district planning for mathematics professional development, textbook and material selection and allocation of facilities and personnel is comprehensive, focused on improvements in the quality of teaching and learning, and supports standards-based curricula, including the N.C. Standard Course of Study. The formation and role of the DLT is an important leadership component of the project and is a condition for the participation of a school district in the project as stipulated in the cooperative agreement with the National Science Foundation. The formation and role of the DLT is integral to the commitment of the district for providing oversight of the general condition and health of the district's participation in the project. The DLT is facilitated by the NC-PIMS District Contact. The Team should choose a chair.

Typically, a District Leadership Team consists of 5-10 members, including the superintendent, or designee, principal, counselor, parent and a STEM professional, and other members from the district who play a role in planning professional development and curricula. The membership diversity of the DLT is a means of having a balance of input and output for the role of the NC-PIMS project in the district, especially in planning for district professional development or troubleshooting problems. The team should work toward ensuring that communication about the project is maintained throughout all levels, including the school board. The team provides direction and advice for professional development in the project and assists in the coordination, scheduling and other logistics of implementing the professional development. A membership list of DLT participants should be provided annually and updated with the NC-PIMS Project Director as needed.

Each year, the DLT is expected to meet 2-6 times, or as often as it would be needed for the continued smooth running of the project. It is expected that one or more NC-PIMS Facilitators would work with the District Contact in setting up the DLT agenda and for assisting with the logistics of the group. Deliberations of DLT meetings should be recorded in the form of minutes and made available to the NC-PIMS Project Director and Evaluators.


8. How is funding distibuted within NC-PIMS%3f

Salaries: 47.7%, Teacher Stipends: 25.6%, Travel: 7.5%, Materials: 8.7%, Consulting: 6.4%, Course Instructors: 2.1%, Miscellaneous (e.g., space rental, communication): 2%.

Salaries include wages and statutory benefits of NC-PIMS office staff, Facilitators, partial salaries of co-PIs, Senior Personnel, University Site coordinators, and Evaluators.

9. What are the material benefits to a School District Partner%3f

The benefits include human resources, stipends for teachers enrolled in courses and leadership training, and a commitment for the life of the project for sustained mathematics professional development support. The professional development for all district teachers of mathematics includes content knowledge and pedagogical content knowledge, which are aligned with the North Carolina Standard Course of Study and national standards. This professional development also focuses on the revised mathematics curriculum. Facilitators are a resource for districts, schools and Lead Teachers as coordinators, mentors and advisors for mathematics professional development.

In the table is an “average” breakdown of material benefits for school district partners. The amounts shown are for a district of “average” size among the partners. The material benefits for all counties are proportional to the number of Lead Teachers allotted (i.e., on the number of students and teachers served by the district).

“Average” District

Stipends, Tuition, Material Support Costs/Value
over the Life of the NC-PIMS Grant

Lead Teachers


Stipends for Grant Period

Tuition for courses

Course Materials

Leadership Training Materials























in years 4-5














* Note: The range for the grand total across all districts is $129,660 -- $1,161,460

10. How can my School District become involved in NC-PIMS%3f

At this time we have an established partnership with 12 North Carolina school districts and unfortunately due to strict program and funding schedules participation is limited to these Partners.

11. How can I become involved with NC-PIMS%3f

If you are a teacher of mathematics in one of our Partner Districts you may contact the district Mathematics Coordinator for your school district through the Superintendant's office for more information.

Last Updated ( Monday, 24 October 2005 )