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Rigor: The Common Core has made it policy-and this first-of-its-kind guide takes math teachers and leaders through the process of making it reality. Using the Proficiency Matrix as a framework, the authors offer proven strategies and practical tools for successful implementation of the CCSS mathematical practices-with rigor as a central objective. Readers learn how to * Define rigor in the context of each mathematical practice * Identify and overcome potential issues, including differentiating instruction and using data * Relate specific roles and goals for all stakeholders * Use assessment…mehr
Rigor: The Common Core has made it policy-and this first-of-its-kind guide takes math teachers and leaders through the process of making it reality. Using the Proficiency Matrix as a framework, the authors offer proven strategies and practical tools for successful implementation of the CCSS mathematical practices-with rigor as a central objective. Readers learn how to * Define rigor in the context of each mathematical practice * Identify and overcome potential issues, including differentiating instruction and using data * Relate specific roles and goals for all stakeholders * Use assessment tools to guide work and monitor progress Using the Proficiency Matrix framework along with practical assessment tools, math teachers and leaders will define and achieve rigor in the context of the CCSS mathematical practices.
Produktdetails
- Produktdetails
- Verlag: Sage Publications, Inc.
- Seitenzahl: 192
- Erscheinungstermin: 10. Februar 2014
- Englisch
- Abmessung: 282mm x 218mm x 10mm
- Gewicht: 454g
- ISBN-13: 9781452299600
- ISBN-10: 1452299609
- Artikelnr.: 39601683
- Verlag: Sage Publications, Inc.
- Seitenzahl: 192
- Erscheinungstermin: 10. Februar 2014
- Englisch
- Abmessung: 282mm x 218mm x 10mm
- Gewicht: 454g
- ISBN-13: 9781452299600
- ISBN-10: 1452299609
- Artikelnr.: 39601683
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.
Foreword by Suzanne Mitchell Introduction CCSS Content and Practice: Opportunity for Rigor A Clue to Rigor Outline of the Book How to Use This Book Part I. The Foundation 1. Understanding and Meeting the Challenge of Rigor National Assessments Teacher Evaluation Learning Shifts Meeting the Challenges Looking at Assessments Rigor as a Common Factor 2. Defining and Instituting Rigor Searching for Evidence Dictionary and Thesaurus Professional Opinions Indicators of Rigor Drawing Conclusions Decision Point Contrasting Example Lessons Problem Analysis Transforming Classrooms to Support Rigor Having Productive Conversations 3. Building Team Leadership to Support Rigor Role of a Steering Committee Role of a Leadership Team Role of the Principal Developing Learning Communities A Principal
s Story Having Productive Conversations 4. Rigor and the Standards for Practice Rigor and Practices A Principal
s Story Having Productive Conversations 5. Rigor Related to Classroom Formative Assessment Assessment Types Classroom Formative Assessment Refining Formative Assessment Classroom Formative Assessment Formative Assessment and Intervention Current Learning Effective Intervention Instructional Research Synergy A Principal
s Story Having Productive Conversations 6. Rigor and the Proficiency Matrix Organization Progress Toward Rigor Strategy Relationship in the Matrix Classroom Formative Assessment and the Matrix Ms. Edward
s Classroom A Principal
s Story Having Productive Conversations Part II. Issues and Obstacles 7. Issues to Resolve Issue: Teaching the Identified Content Issue: Deepening Mathematical Understandings Issue: Reaching All Students 8. Obstacles to Success Obstacle: Working in Isolation Obstacle: Attempting to Evaluate People to Change Obstacle: Failing to Monitor Student Actions Obstacle: Over Adoption Obstacle: Mistaken Efforts Understanding MAAT Having Productive Conversations Part III. Solutions 9. Solution Step One: Monitoring Student Actions Related to the Practices Opening Classroom Doors Non-Evaluative Monitoring Starting With Students Teacher Self-Assessment of Student Actions Scenario Having Productive Conversations 10. Solution Step Two: Using Classroom Visit Data-Assessment of Student Actions Conducting Productive Conversations Understanding Change Process Levels of Adoption Intervention as Support Building a Critical Mass Changing the Culture Connecting Actions Chart Having Productive Conversations 11. Solution Step Three: Monitoring Teacher Actions Related to the Practices Using the Classroom Visit Tally - Teachers Conversations About the Data Working on Individual Needs Mathematics Collaborative Log Teacher Planning Guide Having Productive Conversations 12. Solution Step Four: Gathering and Using Additional Data Assessments Collectively Specified Classroom Visits Validity Visits Reverse Visits Teacher Requested Visits Supporting Teachers
Change Efforts Adoption Stages Documenting Progress Completing the Form Having Productive Conversations 13. Solution Step Five: Maintaining Progress Toward Rigor Background Relating Mathematical Rigor and the Practices Inferences from the Standards for Mathematical Practices Rigor as an Outcome Categories Rigor Analysis Form Explanation Directions Guiding the Work Input and Outcomes Having Productive Conversations Part IV. Inputs and Outcomes 14. Teaching for Rigor Inputs Outcomes Teaching for Progress in Rigor Having Productive Conversations 15. Coaching for Rigor Inputs Outcomes Coaching for Progress in Rigor Having Productive Conversations 16. Leading for Rigor Inputs Outcomes Leading for Progress in Rigor Having Productive Conversations Part V. Momentum 17. Linking Responsibilities - Assessing Progress Professional Trust Professional Conversations Supporting Teacher Change Documenting Change Conclusion Having Productive Conversations References Index
s Story Having Productive Conversations 4. Rigor and the Standards for Practice Rigor and Practices A Principal
s Story Having Productive Conversations 5. Rigor Related to Classroom Formative Assessment Assessment Types Classroom Formative Assessment Refining Formative Assessment Classroom Formative Assessment Formative Assessment and Intervention Current Learning Effective Intervention Instructional Research Synergy A Principal
s Story Having Productive Conversations 6. Rigor and the Proficiency Matrix Organization Progress Toward Rigor Strategy Relationship in the Matrix Classroom Formative Assessment and the Matrix Ms. Edward
s Classroom A Principal
s Story Having Productive Conversations Part II. Issues and Obstacles 7. Issues to Resolve Issue: Teaching the Identified Content Issue: Deepening Mathematical Understandings Issue: Reaching All Students 8. Obstacles to Success Obstacle: Working in Isolation Obstacle: Attempting to Evaluate People to Change Obstacle: Failing to Monitor Student Actions Obstacle: Over Adoption Obstacle: Mistaken Efforts Understanding MAAT Having Productive Conversations Part III. Solutions 9. Solution Step One: Monitoring Student Actions Related to the Practices Opening Classroom Doors Non-Evaluative Monitoring Starting With Students Teacher Self-Assessment of Student Actions Scenario Having Productive Conversations 10. Solution Step Two: Using Classroom Visit Data-Assessment of Student Actions Conducting Productive Conversations Understanding Change Process Levels of Adoption Intervention as Support Building a Critical Mass Changing the Culture Connecting Actions Chart Having Productive Conversations 11. Solution Step Three: Monitoring Teacher Actions Related to the Practices Using the Classroom Visit Tally - Teachers Conversations About the Data Working on Individual Needs Mathematics Collaborative Log Teacher Planning Guide Having Productive Conversations 12. Solution Step Four: Gathering and Using Additional Data Assessments Collectively Specified Classroom Visits Validity Visits Reverse Visits Teacher Requested Visits Supporting Teachers
Change Efforts Adoption Stages Documenting Progress Completing the Form Having Productive Conversations 13. Solution Step Five: Maintaining Progress Toward Rigor Background Relating Mathematical Rigor and the Practices Inferences from the Standards for Mathematical Practices Rigor as an Outcome Categories Rigor Analysis Form Explanation Directions Guiding the Work Input and Outcomes Having Productive Conversations Part IV. Inputs and Outcomes 14. Teaching for Rigor Inputs Outcomes Teaching for Progress in Rigor Having Productive Conversations 15. Coaching for Rigor Inputs Outcomes Coaching for Progress in Rigor Having Productive Conversations 16. Leading for Rigor Inputs Outcomes Leading for Progress in Rigor Having Productive Conversations Part V. Momentum 17. Linking Responsibilities - Assessing Progress Professional Trust Professional Conversations Supporting Teacher Change Documenting Change Conclusion Having Productive Conversations References Index
Foreword by Suzanne Mitchell Introduction CCSS Content and Practice: Opportunity for Rigor A Clue to Rigor Outline of the Book How to Use This Book Part I. The Foundation 1. Understanding and Meeting the Challenge of Rigor National Assessments Teacher Evaluation Learning Shifts Meeting the Challenges Looking at Assessments Rigor as a Common Factor 2. Defining and Instituting Rigor Searching for Evidence Dictionary and Thesaurus Professional Opinions Indicators of Rigor Drawing Conclusions Decision Point Contrasting Example Lessons Problem Analysis Transforming Classrooms to Support Rigor Having Productive Conversations 3. Building Team Leadership to Support Rigor Role of a Steering Committee Role of a Leadership Team Role of the Principal Developing Learning Communities A Principal
s Story Having Productive Conversations 4. Rigor and the Standards for Practice Rigor and Practices A Principal
s Story Having Productive Conversations 5. Rigor Related to Classroom Formative Assessment Assessment Types Classroom Formative Assessment Refining Formative Assessment Classroom Formative Assessment Formative Assessment and Intervention Current Learning Effective Intervention Instructional Research Synergy A Principal
s Story Having Productive Conversations 6. Rigor and the Proficiency Matrix Organization Progress Toward Rigor Strategy Relationship in the Matrix Classroom Formative Assessment and the Matrix Ms. Edward
s Classroom A Principal
s Story Having Productive Conversations Part II. Issues and Obstacles 7. Issues to Resolve Issue: Teaching the Identified Content Issue: Deepening Mathematical Understandings Issue: Reaching All Students 8. Obstacles to Success Obstacle: Working in Isolation Obstacle: Attempting to Evaluate People to Change Obstacle: Failing to Monitor Student Actions Obstacle: Over Adoption Obstacle: Mistaken Efforts Understanding MAAT Having Productive Conversations Part III. Solutions 9. Solution Step One: Monitoring Student Actions Related to the Practices Opening Classroom Doors Non-Evaluative Monitoring Starting With Students Teacher Self-Assessment of Student Actions Scenario Having Productive Conversations 10. Solution Step Two: Using Classroom Visit Data-Assessment of Student Actions Conducting Productive Conversations Understanding Change Process Levels of Adoption Intervention as Support Building a Critical Mass Changing the Culture Connecting Actions Chart Having Productive Conversations 11. Solution Step Three: Monitoring Teacher Actions Related to the Practices Using the Classroom Visit Tally - Teachers Conversations About the Data Working on Individual Needs Mathematics Collaborative Log Teacher Planning Guide Having Productive Conversations 12. Solution Step Four: Gathering and Using Additional Data Assessments Collectively Specified Classroom Visits Validity Visits Reverse Visits Teacher Requested Visits Supporting Teachers
Change Efforts Adoption Stages Documenting Progress Completing the Form Having Productive Conversations 13. Solution Step Five: Maintaining Progress Toward Rigor Background Relating Mathematical Rigor and the Practices Inferences from the Standards for Mathematical Practices Rigor as an Outcome Categories Rigor Analysis Form Explanation Directions Guiding the Work Input and Outcomes Having Productive Conversations Part IV. Inputs and Outcomes 14. Teaching for Rigor Inputs Outcomes Teaching for Progress in Rigor Having Productive Conversations 15. Coaching for Rigor Inputs Outcomes Coaching for Progress in Rigor Having Productive Conversations 16. Leading for Rigor Inputs Outcomes Leading for Progress in Rigor Having Productive Conversations Part V. Momentum 17. Linking Responsibilities - Assessing Progress Professional Trust Professional Conversations Supporting Teacher Change Documenting Change Conclusion Having Productive Conversations References Index
s Story Having Productive Conversations 4. Rigor and the Standards for Practice Rigor and Practices A Principal
s Story Having Productive Conversations 5. Rigor Related to Classroom Formative Assessment Assessment Types Classroom Formative Assessment Refining Formative Assessment Classroom Formative Assessment Formative Assessment and Intervention Current Learning Effective Intervention Instructional Research Synergy A Principal
s Story Having Productive Conversations 6. Rigor and the Proficiency Matrix Organization Progress Toward Rigor Strategy Relationship in the Matrix Classroom Formative Assessment and the Matrix Ms. Edward
s Classroom A Principal
s Story Having Productive Conversations Part II. Issues and Obstacles 7. Issues to Resolve Issue: Teaching the Identified Content Issue: Deepening Mathematical Understandings Issue: Reaching All Students 8. Obstacles to Success Obstacle: Working in Isolation Obstacle: Attempting to Evaluate People to Change Obstacle: Failing to Monitor Student Actions Obstacle: Over Adoption Obstacle: Mistaken Efforts Understanding MAAT Having Productive Conversations Part III. Solutions 9. Solution Step One: Monitoring Student Actions Related to the Practices Opening Classroom Doors Non-Evaluative Monitoring Starting With Students Teacher Self-Assessment of Student Actions Scenario Having Productive Conversations 10. Solution Step Two: Using Classroom Visit Data-Assessment of Student Actions Conducting Productive Conversations Understanding Change Process Levels of Adoption Intervention as Support Building a Critical Mass Changing the Culture Connecting Actions Chart Having Productive Conversations 11. Solution Step Three: Monitoring Teacher Actions Related to the Practices Using the Classroom Visit Tally - Teachers Conversations About the Data Working on Individual Needs Mathematics Collaborative Log Teacher Planning Guide Having Productive Conversations 12. Solution Step Four: Gathering and Using Additional Data Assessments Collectively Specified Classroom Visits Validity Visits Reverse Visits Teacher Requested Visits Supporting Teachers
Change Efforts Adoption Stages Documenting Progress Completing the Form Having Productive Conversations 13. Solution Step Five: Maintaining Progress Toward Rigor Background Relating Mathematical Rigor and the Practices Inferences from the Standards for Mathematical Practices Rigor as an Outcome Categories Rigor Analysis Form Explanation Directions Guiding the Work Input and Outcomes Having Productive Conversations Part IV. Inputs and Outcomes 14. Teaching for Rigor Inputs Outcomes Teaching for Progress in Rigor Having Productive Conversations 15. Coaching for Rigor Inputs Outcomes Coaching for Progress in Rigor Having Productive Conversations 16. Leading for Rigor Inputs Outcomes Leading for Progress in Rigor Having Productive Conversations Part V. Momentum 17. Linking Responsibilities - Assessing Progress Professional Trust Professional Conversations Supporting Teacher Change Documenting Change Conclusion Having Productive Conversations References Index