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.
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.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Don S. Balka, a former middle school and high school mathematics teacher, is professor emeritus in the Mathematics Department at Saint Mary's College, Notre Dame, Indiana. During his career as an educator, Balka has presented over 2,000 workshops on the use of manipulatives with elementary and secondary students at national and regional conferences of the National Council of Teachers of Mathematics, state mathematics conferences, and at inservice training for school districts throughout the United States. In addition, he has taught classes in schools throughout the world, including Ireland, Scotland, England, Saudi Arabia, Italy, Greece, Japan, and the Mariana Islands in the South Pacific. In addition, Balka has written over 20 books on the use of manipulatives for teaching K-12 mathematics and is a coauthor of the Macmillan K-5 elementary mathematics series, Math Connects. Balka has served as director for the National Council of Teachers of Mathematics, the National Council of Supervisors of Mathematics, and School Science and Mathematics Association.
Inhaltsangabe
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
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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