A Guide to Mathematics Leadership: Sequencing Instructional Change

A Guide to Mathematics Leadership: Sequencing Instructional Change

By: Don S. Balka (editor), Ted H. Hull (editor), Ruth Harbin Miles (editor)Paperback

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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.

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About Author

Consulting Description Don S. Balka, Ph.D., is a noted mathematics educator who has presented more than 2,000 workshops on the use of math manipulatives with PK-12 students at national and regional conferences of the National Council of Teachers of Mathematics and at in-service trainings in school districts throughout the United States and the world. He is Professor Emeritus in the Mathematics Department at Saint Mary's College, Notre Dame, Indiana. He is the author or co-author of numerous books for K-12 teachers, including Developing Algebraic Thinking with Number Tiles, Hands-On Math and Literature with Math Start, Exploring Geometry with Geofix, Working with Algebra Tiles, and Mathematics with Unifix Cubes. Balka is also a co-author on the Macmillan K-5 series, Math Connects and co-author with Ted Hull and Ruth Harbin Miles on four books published by Corwin Press. He has served as a director of the National Council of Teachers of Mathematics and the National Council of Supervisors of Mathematics. In addition, he is president of TODOS: Mathematics for All and president of the School Science and Mathematics Association. Consulting Description Ted H. Hull completed 32 years of service in public education before retiring and opening Hull Educational Consulting. He served as a mathematics teacher, K-12 mathematics coordinator, middle school principal, director of curriculum and instruction, and a project director for the Charles A. Dana Center at the University of Texas in Austin. While at the University of Texas, 2001 to 2005, he directed the research project "Transforming Schools: Moving from Low-Achieving to High Performing Learning Communities." As part of the project, Hull worked directly with district leaders, school administrators, and teachers in Arkansas, Oklahoma, Louisiana, and Texas to develop instructional leadership skills and implement effective mathematics instruction. Hull is a regular presenter at local, state, and national meetings. He has written numerous articles for the NCSM Newsletter, including "Understanding the Six Steps of Implementation: Engagement by an Internal or External Facilitator" (2005) and "Leadership Equity: Moving Professional Development into the Classroom" (2005), as well as "Manager to Instructional Leader" (2007) for the NCSM Journal of Mathematics Education Leadership. He has been published in the Texas Mathematics Teacher (2006), Teacher Input Into Classroom Visits: Customized Classroom Visit Form. Hull was also a contributing author for publications from the Charles A. Dana Center: Mathematics Standards in the Classroom: Resources for Grades 6-8 (2002) and Middle School Mathematics Assessments: Proportional Reasoning (2004). He is an active member of Texas Association of Supervisors of Mathematics (TASM) and served on the NCSM Board of Directors as regional director for Southern 2. Ruth Harbin Miles coaches rural, suburban, and inner-city school mathematics teachers. Her professional experiences include coordinating the K-12 Mathematics Teaching and Learning Program for the Olathe, Kansas, Public Schools for more than 25 years; teaching mathematics methods courses at Virginia's Mary Baldwin College; and serving on the Board of Directors for the National Council of Teachers of Mathematics, the National Council of Supervisors of Mathematic, and both the Virginia Council of Teachers of Mathematics and the Kansas Association of Teachers of Mathematics. Ruth is a co-author of five Corwin books including A Guide to Mathematics Coaching, A Guide to Mathematics Leadership, Visible Thinking in the K-8 Mathematics Classroom, The Common Core Mathematics Standards, and Realizing Rigor in the Mathematics Classroom. As co-owner of Happy Mountain Learning, Ruth specializes in developing teachers' content knowledge and strategies for engaging students to achieve high standards in mathematics.


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

Product Details

  • publication date: 22/12/2009
  • ISBN13: 9781412975438
  • Format: Paperback
  • Number Of Pages: 176
  • ID: 9781412975438
  • weight: 363
  • ISBN10: 1412975433

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