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A Guide to Mathematics Leadership

Sequencing Instructional Change

Empower mathematics educators and learners to meet and exceed high expectations!

This process-based approach to building a high-quality mathematics program is based on five principles from the National Council of Teachers of Mathematics—equity, curriculum, teaching, learning, and assessment—and four leadership principles from the National Council of Supervisors of Mathematics—equity leadership, teaching and learning leadership, curriculum leadership, and assessment leadership. Mathematics leaders will learn how to apply the principles to each phase of the program improvement cycle:

  • Articulating the curriculum 
  • Implementing the curriculum 
  • Incorporating effective instructional strategies 
  • Providing timely and targeted feedback 
  • Establishing professional learning communities
  • Fostering professional development

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Product Details
  • Grade Level: K-12
  • ISBN: 9781412975438
  • Published By: Corwin
  • Year: 2009
  • Page Count: 176
  • Publication date: January 17, 2010

Price: $34.95

Price: $34.95
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Description

Description

Leadership Solutions

"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, McDaniel 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.


Key features

  • Presents a recursive, process-based approach to improving mathematics instruction
  • Addresses the unique role of mathematics leaders
  • Offers mathematics leaders a change process that they can implement from their current position
  • Links to NCTM principles of mathematics education and NCSM principles of mathematics leadership
  • Includes practical guidance, tips, tools, and resources for each stage of the process 
Author(s)

Author(s)

Don S. Balka photo

Don S. Balka

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.

Ted H. Hull photo

Ted H. Hull

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 photo

Ruth Harbin Miles

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.

Table of Contents

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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Reviews

Price: $34.95
Volume Discounts applied in Shopping Cart

Review Copies

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