‘If you have anything at all to do with mathematics leadership in your school or district, this resource is the launch pad for your leadership efforts. It provides the necessary background, gets you started, and will force you to consider ′leadership traps′ you may encounter along the way. This book won′t be placed on a shelf—it will be used daily!’
—Skip Fennell, Professor, Mc Daniel College
Past President, National Council of Teachers of Mathematics
Empower mathematics educators and learners to meet and exceed high expectations!
School leaders who are responsible for improving mathematics achievement face tremendous challenges. Written by three noted mathematics educators, this book helps leaders implement a high-quality mathematics program, regardless of the status of their current programs or the availability of resources.
A Guide to Mathematics Leadership presents a process-based approach to improving mathematics instruction based on five principles identified by the National Council of Teachers of Mathematics (NCTM)—equity, curriculum, teaching, learning, and assessment—and four leadership principles from the National Council of Supervisors of Mathematics (NCSM)—equity leadership, teaching and learning leadership, curriculum leadership, and assessment leadership. These principles are applied during the program improvement cycle, which includes:
- Articulating the curriculum
- Implementing the curriculum
- Incorporating effective instructional strategies
- Providing timely and targeted feedback
- Establishing professional learning communities
- Fostering professional development
Filled with practical advice, tips, tools, and resources for each stage of the process, this book guides readers in the next steps to excellence in mathematics instruction and learning.
Зміст
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
Про автора
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.
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