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Common Core Mathematics in a PLC at Work™, Leader's Guide
This leader companion to the grade-level teacher guides illustrates how to sustain successful implementation of the Common Core State Standards for mathematics. Discover what students should learn and how they should learn it. Comprehensive research-affirmed analysis tools and strategies will help collaborative teams develop and assess student demonstrations of deep conceptual understanding and procedural fluency.
A Joint Publication With the National Council of Teachers of Mathematics
Benefits
- Discover the five essential paradigm shifts necessary to implement the CCSS for mathematics.
- Receive guidance on forming and sustaining collaborative teams in a Professional Learning Community at Work™ culture.
- Develop a “less is more” content mindset: fewer standards will result in the opportunity of time needed for deeper rigor and conceptual understanding work with students.
- Gain helpful formative assessment strategies for development of student proficiency in the Standards for Mathematical Practice.
- Access dozens of tools, activities, examples, resources, and reproducibles to help teachers and teams analyze, interpret, and implement the Common Core Standards expectations for instruction and assessment.
- Examine the research-affirmed foundation of mathematics content and process standards from 1989 to 2010, and deepen your understanding of the Common Core expectations.
TABLE OF CONTENTS
Chapter 1: Leading High-Performing Collaborative Teams for Mathematics
Chapter 2: Leading the Implementation of the Common Core Standards for Mathematical Practice
Chapter 3: Leading the Implementation of the Common Core Mathematics Content
Chapter 4: Leading the Implementation of the Teaching-Assessing-Learning Cycle
Chapter 5: Leading the Implementation of Required Response to Intervention
Epilogue: Your Mathematics Professional Development Model
Appendix A: Standards for Mathematical Practice
PRINTABLE REPRODUCIBLES
Chapter 1
- Figure 1.1: Setting Teacher Team Collective Commitments Protocol
- Figure 1.2: Sample Team Meeting Agenda
- Figure 1.3: Sample Geometry Team Meeting Minutes
- Figure 1.5: High-Leverage Unit-By-Unit Actions of Mathematics Collaborative Teams
- Table 1.1: Seven Stages of Teacher Collaboration
Extending My Understanding
- The Five Disciplines of PLC Leaders
- Chicago Lesson Study Group
- All Things PLC
- The Center for Comprehensive School Reform and Improvement
- Tools for Principals & Administrators
- Learning Forward
- STEM Teachers in Professional Learning Communities: From Good Teachers to Great Teaching
- The Mathematics Common Core Toolbox
Chapter 2
- Figure 2.3: Team Planning Questions That Promote CCSS Mathematical Practice 1
- Figure 2.4: Team Planning Questions That Promote CCSS Mathematical Practice 6
- Figure 2.5: Team Planning Questions That Promote CCSS Mathematical Practice 2
- Figure 2.6: Team Planning Questions That Promote CCSS Mathematical Practice 3
- Figure 2.7: Collaborative Team Task for Modeling and Using Tools
- Figure 2.8: Sample Conjecture About a Wikipedia Claim
- Figure 2.9: Team Planning Considerations That Promote CCSS Mathematical Practice 5
- Figure 2.10: Team Planning Questions That Promote CCSS Mathematical Practice 7
- Figure 2.11: Team Planning Questions That Promote CCSS Mathematical Practice 8
- Figure 2.12: CCSS Mathematical Practices Lesson-Planning Tool
- Table 2.1: Elements of an Effective Mathematics Classroom Lesson Design
- Table 2.2: Mathematical Practices—Look-Fors as Classroom Indicators
Extending My Understanding
- Discourse: Questioning
- Common Core Standards for Mathematical Practice
- Tools for the Common Core Standards
- Common Core Math Initiative
- Math Common Core Coalition
Chapter 3
- Table 3.6: PLC Design Questions for Standard Implementation—Fourth-Grade Number and Operations—Fractions Example
- Table 3.7: PLC Design Questions for Standard Implementation—High School Example
Extending My Understanding
- CCSS Mathematics Curriculum Materials Analysis Project
- Illustrative Mathematics
- Progressions Documents for the Common Core Mathematics Standards
- Gearing Up for the Common Core State Standards in Mathematics
- Livescribe
Chapter 4
- Figure 4.1: Key Assessment Questions for Collaborative Teams
- Figure 4.2: The PLC Teaching-Assessing-Learning Cycle
- Figure 4.3: Aligning Learning Targets With Assessment Instruments and Tasks
- Figure 4.4: Evaluation Tool for Assessment Instrument Quality
- Figure 4.5: Formative Assessment Strategies for Student Engagement and Action
- Figure 4.6: Critical Lesson-Planning and Reflection Questions
- Figure 4.7: A Collaborative Team Analysis of Grading Practices
Extending My Understanding
- Math Common Core Coalition
- Mathematics Assessment Project
- Partnership for Assessment of Readiness for College and Careers
- Smarter Balanced Assessment Consortium
- National Council of Teachers of Mathematics Assessment Resources
- Public Lessons: Numerical Patterning
Chapter 5
- Table 5.1: Essential Questions for Equity
- Table 5.2: Equity Reflection Tool
- Table 5.3: High-Quality Data Checklist
- Table 5.4: Tool for the Teacher Team Differentiated Response to Task Learning
- Table 5.5: School and District Intervention Reflection Questions
- Table 5.6: Tier 1, Tier 2, or Tier 3 Diagnostic Tool
- Table 5.7: Intervention-Planning Tool
Extending My Understanding
- RTI Action Network High School Resources
- Introduction to the Classroom-Focused Improvement Process
- National Center on Response to Intervention
- National Council of Supervisors of Mathematics
- Solution Tree RTI Books and Reproducibles
Epilogue
Appendices
- Table B.1: Mathematics Content—Principles and Standards for School Mathematics and the Common Core State Standards
- Table B.2: Mathematics Process—Principles and Standards for School Mathematics and the Common Core State Standards Mathematical Practices
- Appendix B: Changes in Mathematics Standards, 1989–2012
