Don S. Balka, Ted H. (Henry) Hull e Ruth Ella Harbin Miles
Corwin | 2009 | 177 páginas | rar - pdf | 972 kb
link (password: matav)
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.
Contents
List of Figures vii
Preface viii
Acknowledgments xvi
About the Authors xviii
PART I: PREPARING THE FOUNDATION 1
1. Understanding and Clarifying Leadership in Mathematics 2
What Is Leadership and Who Is a Leader? 4
Building a Culture of Success 5
NCTM Principles and NCSM Leadership Principles 6
2. Engaging and Empowering Staff 12
Staff Inclusion and Effective Communication 13
Leadership Decision Making 15
Instructional Leadership 16
Dynamics of Engagement and Empowerment 19
Expectations and Challenges 24
PART II: A LEADERSHIP MODEL 25
3. Articulating the Curriculum 26
Curriculum Alignment 27
Opportunity to Learn 30
Scope, Sequence, and Timeline Alignment 34
Rigorous Curriculum 38
4. Implementing the Curriculum 45
Curriculum Implementation 46
Monitored Implementation 47
Monitored Progress 56
5. Incorporating Effective Instructional Strategies 64
Incorporating Effective Instructional Strategies for All 65
Student Collaboration in the Form of Teamwork 66
Using Group-Worthy Problems 72
Incorporating Instructional Strategies for ELL Students 76
Matching Materials to Desired Instructional Strategies 84
Using Data to Inform Practice 1: Analyzing Student Work 86
Using Data to Inform Practice 2: Analyzing
Student Assessments 89
6. Providing Timely and Targeted Feedback 93
Using Pertinent Data 94
Targeted Information 98
Building Trust 104
7. Establishing Professional Learning Communities 108
Establishing Collaboration 109
Building Community 111
Facilitating Reflection 115
8. Fostering Professional Development 118
Structuring Effective Professional Development 119
Mentoring and Coaching 122
Other Approaches to Professional Development 124
PART III: CONTINUING THE WORK 127
9. Reflecting on How Students Learn Mathematics 128
What Mathematics Must or Should Students Learn? 129
What Methods and Tools Will Be Most Effective in Helping Students Learn? 129
What Does Research Say? 131
How Do Students Learn to Become Problem Solvers? 133
How Do Students Learn to Communicate Mathematics? 135
10. Putting It All Together 137
Looping, or Recycling, Through the Developmental Stages 138
Mathematics Leaders’ Influence 139
Guiding Questions for Critiquing the Developmental Stages 140
References 143
Index 149
