A Guide to Mathematics Leadership; Sequencing Instructional Change

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ISBN: 9781412975438 | 1412975433
Cover: Paperback
Copyright: 11/18/2009

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Written by three noted mathematics educators, this volume presents a process-based approach to building a high-quality mathematics program based on five NCTM principles and four NCSM leadership principles.

List of Figures	p. vii
Preface	p. viii
Acknowledgments	p. xvi
About the Authors	p. xviii
Preparing the Foundation	p. 1
Understanding and Clarifying Leadership in Mathematics	p. 2
What Is Leadership and Who Is a Leader?	p. 4
Building a Culture of Success	p. 5
NCTM Principles and NCSM Leadership Principles	p. 6
Engaging and Empowering Staff	p. 12
Staff Inclusion and Effective Communication	p. 13
Leadership Decision Making	p. 15
Instructional Leadership	p. 16
Dynamics of Engagement and Empowerment	p. 19
Expectations and Challenges	p. 24
A Leadership Model	p. 25
Articulating the Curriculum	p. 26
Curriculum Alignment	p. 27
Opportunity to Learn	p. 30
Scope, Sequence, and Timeline Alignment	p. 34
Rigorous Curriculum	p. 38
Implementing the Curriculum	p. 45
Curriculum Implementation	p. 46
Monitored Implementation	p. 47
Monitored Progress	p. 56
Incorporating Effective Instructional Strategies	p. 64
Incorporating Effective Instructional Strategies for All	p. 65
Student Collaboration in the Form of Teamwork	p. 66
Using Group-Worthy Problems	p. 72
Incorporating Instructional Strategies for ELL Students	p. 76
Matching Materials to Desired Instructional Strategies	p. 84
Using Data to Inform Practice 1: Analyzing Student Work	p. 86
Using Data to Inform Practice 2: Analyzing Student Assessments	p. 89
Providing Timely and Targeted Feedback	p. 93
Using Pertinent Data	p. 94
Targeted Information	p. 98
Building Trust	p. 104
Establishing Professional Learning Communities	p. 108
Establishing Collaboration	p. 109
Building Community	p. 111
Facilitating Reflection	p. 115
Fostering Professional Development	p. 118
Structuring Effective Professional Development	p. 119
Mentoring and Coaching	p. 122
Other Approaches to Professional Development	p. 124
Continuing the Work	p. 127
Reflecting on How Students Learn Mathematics	p. 128
What Mathematics Must or Should Students Learn?	p. 129
What Methods and Tools Will Be Most Effective in Helping Students Learn?	p. 129
What Does Research Say?	p. 131
How Do Students Learn to Become Problem Solvers?	p. 133
How Do Students Learn to Communicate Mathematics?	p. 135
Putting It All Together	p. 137
Looping, or Recycling, Through the Developmental Stages	p. 138
Mathematics Leaders' Influence	p. 139
Guiding Questions for Critiquing the Developmental Stages	p. 140
References	p. 143
Index	p. 149
Table of Contents provided by Ingram. All Rights Reserved.

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A Guide to Mathematics Leadership; Sequencing Instructional Change

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A Guide to Mathematics Leadership; Sequencing Instructional Change

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