A Guide to Mathematics Leadership: Sequencing Instructional Change

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Overview

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.

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Editorial Reviews

Skip Fennell
"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!"
Jesse Warren
"With a strong basis in research, this book is a practical guide to transforming mathematics education. Leaders at all levels will find an invaluable resource for their professional libraries."
Linda Gojak
"A comprehensive and practical guide for mathematics leaders at all levels to improve their leadership skills. The authors include all aspects of leadership including curriculum development, implementation, and alignment; working with classroom teachers to improve practice; and effective professional development and ongoing work to grow as leaders. Based on current research and the vision presented by NCTM and NCSM, this book should be included in the professional library of every educator with responsibility for leadership in mathematics education."
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Product Details

  • ISBN-13: 9781412975438
  • Publisher: SAGE Publications
  • Publication date: 11/18/2009
  • Pages: 176
  • Sales rank: 704,539
  • Product dimensions: 7.00 (w) x 9.90 (h) x 0.60 (d)

Meet the 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.

Consulting Description

Ruth Harbin Miles coaches rural, suburban, and innercity school mathematics teachers. Her professional experience includes coordinating the K-12 Mathematics Teaching and Learning Program for the Olathe, Kansas Public Schools for over 25 years; teaching mathematics methods courses at Virginia’s Mary Baldwin College and Ottawa, Mid America Nazarene, St. Mary’s, and Fort Hays State universities in Kansas; and serving as president of the Kansas Association of Teachers of Mathematics. She represented eight midwestern states on the Board of Directors for the National Council of Supervisors of Mathematics (NCSM) and has been a co-presenter for NCSM’s Leadership Professional Development National Conferences. Miles is the coauthor of Walkway to the Future: How to Implement the NCTM Standards (Jansen Publications, 1996), and is one of the writers for NCSM’s PRIME Leadership Framework (Solution Tree Publishers, 2008). As co-owner of Happy Mountain Learning, she specializes in developing teachers’ content knowledge and strategies for engaging students to achieve high standards in mathematics.

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Table of Contents

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

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