A guide to mathematics leadership : sequencing instructional change
- Don S. Balka, Ted H. Hull, Ruth Harbin Miles.
- Thousand Oaks, Calif. : Corwin, c2010.
- Physical description
- xix, 153 p. : ill. ; 26 cm.
Education Library (Cubberley)
QA11.2 .B34 2010
- Unknown QA11.2 .B34 2010
- Includes bibliographical references (p. 143-147) and index.
- List of Figures Preface Acknowledgments About the Authors Part 1. Preparing the Foundation 1. Understanding and Clarifying Leadership in Mathematics What Is Leadership and Who Is a Leader? Building a Culture of Success NCTM Principles and NCSM Leadership Principles 2. Engaging and Empowering Staff Staff Inclusion and Effective Communication Leadership Decision Making Instructional Leadership Dynamics of Engagement and Empowerment Expectations and Challenges Part 2. A Leadership Model 3. Articulating the Curriculum Curriculum Alignment Opportunity to Learn Scope, Sequence, and Timeline Alignment Rigorous Curriculum 4. Implementing the Curriculum Curriculum Implementation Monitored Implementation Monitored Progress 5. Incorporating Effective Instructional Strategies Incorporating Effective Instructional Strategies for All Student Collaboration in the Form of Teamwork Using Group-Worthy Problems Incorporating Instructional Strategies for ELL Students Matching Materials to Desired Instructional Strategies Using Data to Inform Practice 1: Analyzing Student Work Using Data to Inform Practice 2: Analyzing Student Assessments 6. Providing Timely and Targeted Feedback Using Pertinent Data Targeted Information Building Trust 7. Establishing Professional Learning Communities Establishing Collaboration Building Community Facilitating Reflection 8. Fostering Professional Development Structuring Effective Professional Development Mentoring and Coaching Other Approaches to Professional Development Part 3. Continuing the Work 9. Reflecting on How Students Learn Mathematics What Mathematics Must or Should Students Learn? What Methods and Tools Will Be Most Effective in Helping Students Learn? What Does Research Say? How Do Students Learn to Become Problem Solvers? How Do Students Learn to Communicate Mathematics? 10. Putting It All Together Looping, or Recycling Through the Developmental Stages Mathematics Leaders' Influence Guiding Questions for Critiquing the Developmental Stages References Index.
- (source: Nielsen Book Data)
- Publisher's Summary
- This book helps mathematics leaders build a high-quality instructional programme based upon the five principles identified by the National Council of Teachers of Mathematics (NCTM, 2000): equity, curriculum, teaching, learning, and assessment, and the four leadership principles from the National Council of Supervisors of Mathematics in the PRIME Leadership Framework (NCSM, 2008): equity leadership, teaching and learning leadership, curriculum leadership, and assessment leadership. The authors provide an approach to improvement that includes: articulating the curriculum; implementing the curriculum; using effective instructional strategies; providing timely feedback; and, providing opportunities for collaboration and professional development. Leaders will find guidance on how to plan for long-term change and how to focus their time and energy towards short-term objectives, with the overarching goals of continually engaging and empowering mathematics teachers.
(source: Nielsen Book Data)
- Publication date
- 9781412975438 (pbk. : alk. paper)
- 1412975433 (pbk. : alk. paper)