Preface
Acknowledgements
About the Authors
Part 1 Creating a Roadmap: Big Ideas of Coaching, Teaching, and Learning
Chapter 1. Coaching for Mathematical Proficiency
Leading for Mathematical Proficiency (LMP) Framework |
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Chapter 2. Implementing Effective Teaching
Overview of Implementing Effective Teaching |
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Coaching Considerations for Professional Learning |
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Coaching Lessons from The Field |
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Coaching Questions for Discussion |
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2.1 Shifts in Classroom Practice Self-Assessment |
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2.2 Essential Planning Questions for Effective Teaching |
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2.3 Practices, Shifts, and Zones (Oh My) |
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2.4 Mathematical Practices by Design |
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2.6 Mathematical Practice Look Fors |
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2.7 Shifts in Classroom Practice |
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2.8 Effective Teaching Look Fors |
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2.9 Noticing Mathematical Practices |
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2.10 Mapping Teaching Moves to Shifts in Classroom Practice |
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2.11 Effective Teaching of Mathematics |
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Part II Exploring Zones on the Journey: Professional Learning Focus Areas
Chapter 3. Content Kowledge and Worthwhile Tasks
Overview of Content Knowledge and Worthwhile Tasks |
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Coaching Considerations for Professional Learning |
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Coaching Lessons from the Field |
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Connecting to the Leading For Mathematical Proficiency (LMP) Framework |
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Coaching Questions for Discussion |
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3.1 Connecting Shifts to Content and Worthwhile Tasks Self-Assessment |
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3.2 Connecting Shifts to Content and Tasks |
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3.5 Analyzing Level of Cognitive Demand |
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3.6 Worthwhile Task Analysis |
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3.7 Developing Mathematical Proficiency |
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3.8 Implementing Cognitively Demanding Tasks |
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3.9 Impact on Students’ Emerging Fluency |
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3.10 Reflecting on Task Implementation |
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Chapter 4. Engaging Students
Overview of Engaging Students |
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Coaching Considerations for Professional Learning |
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Coaching Lessons from the Field |
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Connecting to the Leading for Mathematical Proficiency (LMP) Framework |
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Coaching Questions for Discussion |
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4.1 Connecting Shifts to Engaging Students Self-Assessment |
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4.2 Total Participation Technique (TPT) Planning |
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4.3 Planning or Cooperative Groups |
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4.4 Engagement Techniques |
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4.5 Cooperative Groups Data Gathering |
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4.6 Engagement Techniques Discussion Prompts |
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4.7 Reflecting on Cooperative Groups |
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4.8 Analyzing Learning in Cooperative Groups |
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Chapter 5. Questioning and Discourse
Overview of Questioning and Discourse |
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Coaching Considerations for Professional Learning |
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Coaching Lessons from the Field |
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Connecting to the Leading for Mathematical Proficiency (LMP) Framework |
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Coaching Questions for Discussion |
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5.1 Connecting Shifts to Questioning and Discourse Self-Assessment |
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5.2 High-Level Thinking Questions |
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5.3 Questioning Across Lesson Phases |
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5.4 Questioning Across Lesson Phases (focus on Productive Struggle) |
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5.5 Bloom’s Taxonomy (Revised) and Mathematical Knowledge |
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5.8 Productive Discussion and Talk Moves |
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5.9 Question and Discourse Discussion Prompts |
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5.10 Reflecting on Bloom’s Taxonomy (Revised) and Mathematical Knowledge |
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Chapter 6. Formative Assessment
Overview of Formative Assessment |
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Coaching Considerations for Professional Learning |
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Coaching Lessons from the Field |
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Connecting to the Leading for Mathematical Proficiency (LMP) Framework |
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Coaching Questions for Discussion |
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6.1 Connecting Shifts to Formative Assessment Self-Assessment |
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6.2 Planning for Five “Key Strategies” for Formative Assessment |
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6.3 Developing Questions to Target Misconceptions |
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6.4 Using Rubrics for Formative Assessment |
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6.5 Observing and Providing Feedback |
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6.6 Observing Students’ Thinking |
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6.7 Observing Students’ Representations |
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6.8 Brief Formative Assessment Interview |
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6.9 Five “Key Strategies” for Formative Assessment Data Collection |
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6.10 Using Rubrics for Formative Assessment |
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6.11 Analyzing Formative Assessment Key Strategies |
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Chapter 7. Analyzing Student Work
Overview of Analyzing Student Work |
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Coaching Considerations for Professional Learning |
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Coaching Lessons from the Field |
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Connecting to the Leading for Mathematical Proficiency (LMP) Framework |
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Coaching Questions for Discussion |
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7.1 Connecting Shifts to Analyzing Student Work Self-Assessment |
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7.2 One Day/Many Artifacts Planning |
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7.3 Planning Task Implementation |
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7.4 Understanding Student Thinking |
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7.5 Analyzing One Student’s Work |
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7.6 Analysis of Students’ Misconceptions |
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7.7 Collaborative Analysis Protocol |
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Chapter 8. Differentiating Instruction for All Learners
Overview of Differentiating Instruction |
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Coaching Considerations for Professional Learning |
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Coaching Lessons from the Field |
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Connecting to the Leading for Mathematical Proficiency (LMP) Framework |
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Coaching Questions for Discussion |
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8.1. Connecting Shifts to Differentiated Instruction Self-Assessment |
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8.3 Meeting Individual Needs |
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8.4 Different Ways to Differentiate a Lesson |
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8.7 Differentiating Instruction |
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8.8 Learning from Focus on Five |
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8.9 Impact of Open /Tiered/Parallel Tasks |
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Chapter 9. Supporting Emergent Multilingual Students
Overview of Supporting Emergent Multilingual Students |
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Coaching Considerations for Professional Learning |
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Coaching Lessons from the Field |
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Connecting to the Leading for Mathematical Proficiency (LMP) Framework |
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Coaching Questions for Discussion |
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9.1 Connecting Shifts to Supporting Emerging Multilingual Students Self-Assessment |
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9.2 Culturally Responsive Mathematics Instruction (CRMI) |
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9.3 Planning Strategies to Support Emergent Multilingual Students |
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9.5 Focus on Culturally Responsive Mathematics Instruction (CRMI) |
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9.6 Teaching to Support Emergent Multilingual Students |
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9.7 Reflecting on Support Emergent Multilingual Students |
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9.8 Reflecting on Using a Diagnostic Interview |
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Chapter 10. Supporting Students with Special Needs
Overview of Supporting Students with Special Needs |
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Coaching Considerations for Professional Learning |
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Coaching Lessons from the Field |
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Connecting to the Leading for Mathematical Proficiency (LMP) Framework |
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Coaching Questions for Discussion |
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10.1 Connecting Shifts to Supporting Students with Special Needs Self-Assessment |
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10.2 Challenges and Support Structures |
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10.3 Structuring a Lesson to Support Students with Special Needs |
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10.4 Effective Teaching for Students with Special Needs |
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10.5 Implementing Support Structures for Students with Special Needs |
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10.6 Reflecting on Effective Teaching for Students with Special Needs |
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10.7 Reflecting on Structuring a Lesson for Built-In Success |
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Part III Navigating a Successful Journey: Strategies and Tools for You, the Coach
Chapter 11. Interacting With Colleagues
Overview of Interacting with Colleagues |
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Chapter 12. Presenting Professional Development
Overview of Presenting Professional Development |
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Tips for Presenting Professional Development |
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Coaching Lessons from the Field |
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12.1 Professional Development Overview Planning |
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12.2 Professional Development Planning Checklist |
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12.3 Professional Development Planning Template |
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12.4 Differentiating Professional Development |
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12.5 Evaluating Professional Development |
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12.6 Sample Professional Development Activity: Grouping Strategy (P.I.C.S. Page) |
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12.7 Sample Professional Development Activity: Grouping Strategy (Shape Partners) |
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12.8 Sample Professional Development Activity: Mathematical Practices Mini-Vignettes |
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12.9 Sample Professional Development Activity: Mathematical Practices Playing Cards |
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12.10 Sample Professional Development Activity: Questioning and the Mathematical Practices |
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12.11 Sample Professional Development Activity: Effective Teaching Practices |
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Chapter 13. Facilitating Professional Learning Communities
Overview of Facilitating Professional Learning Communities |
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Tips for Facilitating Professional Learning Communities |
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Coaching Lessons from the Field |
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13.1 Meeting Standards Self-Assessment and Reflection |
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13.2 Facilitator Proficiency Scale |
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13.3 Sample Facilitation Activity: Appreciative Inquiry Protocol |
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13.4 Sample Facilitation Activity: Paraphrasing |
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13.5 Sample Facilitation Activity: Inclusion Strategies |
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13.6 Sample Facilitation Activity: Task Talk Protocol |
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Appendix: Bookmarks
Glossary
References