CAN 
US/GlobalFree Reproducibles
Activating the Vision
The Four Keys of Mathematics Leadership
In order to build and sustain a successful mathematics program, mathematics leaders need to collaboratively establish a cohesive vision for teaching and learning and put that vision into action. This book details the necessary steps mathematics leaders must take to change traditional practices; meet new curricular, instructional, and assessment challenges; and engage students, families, and community members in mathematics education.
Benefits
- Discover the big ideas and essential understandings of the four keys of effective mathematics leadership and how the four keys connect to each other
- Answer questions to assess mathematics leadership
- Consider scenarios that illustrate how mathematics leaders can take the visionary leadership actions described in this book
- Explore the relationships among district-, site-, and team-level engagement
- Appraise the necessary steps to move mathematics leadership from vision to action
- Use appendices that present planning templates and menus of professional development opportunities
TABLE OF CONTENTS
Part I: Key 1 Overview: Establish a Clear Vision for Mathematics Teaching and Learning
Chapter 1: Take Stock of Your Mathematics Program's Health
Chapter 2: Develop a Collaborative Vision for an Exemplary Mathematics Program
Chapter 3: Establish Measures of Success
Part II: Key 2 Overview: Support Visionary Professional Learning for Teachers and Teacher Leaders
Chapter 4: Engage Teachers in Worthwhile and Differentiated Professional Learning
Chapter 5: Develop Highly Skilled and Highly Effective Mathematics Leaders
Chapter 6: Build the Capacity of Site-Based Administrators and District Leaders
Part III: Key 3 Overview: Develop Systems for Activating the Vision
Chapter 7: Leverage Collaborative Team Actions
Chapter 8: Create and Implement Well-Designed and Articulated Curriculum and Assessments
Chapter 9: Monitor Consistent Expectations for Exemplary Instruction
Part IV: Key 4 Overview: Empower the Vision of Family and Community Engagement
Chapter 10: Activate the Student Voice to Check Alignment Between Vision and Reality
Chapter 11: Empower Families as Informed Advocates
Chapter 12: Build and Engage a Strong Network of Partnerships
Epilogue: Move Your Vision to Action
Appendix A: Reproducibles
Appendix B: Cognitive-Demand-Level Task-Analysis Guide
Appendix C: Mathematics Professional Development Plan for a School Year
REPRODUCIBLES
- Figure 1.1: Taking Stock of the District Mathematics Program (Self-Reflection)
- Figure 1.4: Mathematics Program Audit
- Table 1.1: Mathematics Leadership Commitments for Taking Stock of Your Mathematics Program's Health
- Figure 2.1: Testing the Strength of Your Vision (Self-Reflection)
- Figure 2.4: Framework for Connecting the Student and Teaching Practices
- Figure 2.7: District Strategic Plan Example—Supporting Equity and Access
- Table 2.1: Mathematics Leadership Commitments for Developing a Collaborative Vision for an Exemplary Mathematics Program
- Figure 2.8: Key 1—Develop a Collaborative Vision for an Exemplary Mathematics Program
- Table 3.1: Mathematics Leadership Commitments to Establish Measures of Success
- Figure 3.2: Key 1—Establish Measures of Success
- Figure 3.3: Reflection Tool for Key 1
- Figure 4.1: Professional Learning Planning Tool
- Table 4.1: Questions for Consideration Aligned to the Learning Forward (2011) Standards for Professional Learning
- Table 4.2: Mathematics Leadership Commitments to Engage Teachers in Worthwhile and Differentiated Professional Learning
- Figure 4.5: Key 2—Engage Teachers in Worthwhile and Differentiated Professional Learning
- Figure 5.2: Teacher Leader Reflection
- Figure 5.3: Evaluating the Change Process
- Table 5.1: Mathematics Leadership Commitments to Develop Highly Skilled and Highly Effective Mathematics Leaders
- Figure 5.4: Key 2—Develop Highly Skilled and Highly Effective Mathematics Leaders
- Table 6.1: Mathematics Leadership Commitments to Build the Capacity of Site-Based Administrators and District Leaders
- Figure 6.3: Key 2—Build the Capacity of Site-Based Administrators and District Leaders
- Figure 6.4: Reflection Tool for Key 2
- Figure 7.2: Observations of Collaborative Teams' Current Engagement in the Ten HLTAs
- Figure 7.4: Feedback Tool for Collaborative Teams
- Table 7.3: Mathematics Leadership Commitments to Leverage Team Actions
- Figure 7.5: Key 3—Engage High-Leverage Team Actions
- Figure 8.1: Tool for Planning Curriculum and Supporting Teams' Understanding of Essential Learning Standards
- Figure 8.6: Planning Tool for Engaging Collaborative Teams in Student Self-Assessment Practices
- Table 8.3: Mathematics Leadership Commitments for Well-Designed and Articulated Curriculum and Assessments
- Figure 8.9: Key 3—Create and Implement Well-Designed and Articulated Curriculum and Assessments
- Figure 9.4: Reflection on NCTM's Mathematics Teaching Practices
- Figure 9.6: Action-Planning Discussion Tool
- Figure 9.8: Data-Gathering Tool Example for Instructional Vision
- Table 9.1: Mathematics Leadership Commitments to Monitor Consistent Expectations for Exemplary Instruction
- Figure 9.9: Key 3—Monitor Consistent Expectations for Exemplary Instruction
- Figure 9.10: Reflection Tool for Key 3
- Table 10.1: Mathematics Leadership Commitments to Activate the Student Voice to Check Alignment Between Vision and Reality
- Figure 10.5: Key 4—Activate the Student Voice to Check Alignment Between Vision and Reality
- Table 11.2: Mathematics Leadership Commitments to Empower Families as Informed Advocates
- Figure 11.1: Key 4—Empower Families as Informed Advocates
- Table 12.1: Mathematics Leadership Commitments to Build and Engage a Strong Network of Partnerships
- Figure 12.1: Key 4—Build and Engage a Strong Network of Partnerships
- Figure 12.2: Reflection Tool for Key 4
- Action Plan
- Planning Template for Change
- Framework for Connecting the Student and Teaching Practices
- Mathematics Leadership Commitments for Taking Stock of Your Mathematics Program's Health
- Mathematics Leadership Commitments for Developing a Collaborative Vision for an Exemplary Mathematics Program
- Mathematics Leadership Commitments to Establish Measures of Success
- Mathematics Leadership Commitments to Engage Teachers in Worthwhile and Differentiated Professional Learning
- Mathematics Leadership Commitments to Develop Highly Skilled and Highly Effective Mathematics Leaders
- Mathematics Leadership Commitments to Build the Capacity of Site-Based Administrators and District Leaders
- Mathematics Leadership Commitments to Leverage Team Actions
- Mathematics Leadership Commitments for Well-Designed and Articulated Curriculum and Assessments
- Mathematics Leadership Commitments to Monitor Consistent Expectations for Exemplary Instruction
- Mathematics Leadership Commitments to Activate the Student Voice to Check Alignment Between Vision and Reality
- Mathematics Leadership Commitments to Empower Families as Informed Advocates
- Mathematics Leadership Commitments to Build and Engage a Strong Network of Partnerships
- Creating SMART Goals
- Critical Issues for Team Consideration
- Sample Unit Plan Progression of Content for Applying Properties of Operations as Strategies to Multiply for Grade 3
- Sample Unit Plan Progression of Content for a Quadratic Functions Unit of Study
- Sample Unit Progression for Geometry Across Standards
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Chapter 9
Chapter 10
Chapter 11
Chapter 12
Epilogue
Appendix A
Online Only
SUGGESTED RESOURCES
Books
- DuFour, R., DuFour, R., Eaker, R., Many, T. W., & Mattos, M. (2016). Learning by Doing: A Handbook for Professional Learning Communities at Work (3rd ed.). Bloomington, IN: Solution Tree Press.
- Kanold, T. D. (2011). The Five Disciplines of PLC Leaders. Bloomington, IN: Solution Tree Press.
- Kanold, T. D., Briars, D. J., & Fennell, F. (2012). What Principals Need to Know About Teaching and Learning Mathematics. Bloomington, IN: Solution Tree Press.
- Kanold, T. D., & Larson, M. R. (2012). Common Core Mathematics in a PLC at Work, Leader's Guide. T. D. Kanold (Ed.). Bloomington, IN: Solution Tree Press.
- National Council of Supervisors of Mathematics. (2008). The PRIME Leadership Framework: Principles and Indicators for Mathematics Education Leaders. Bloomington, IN: Solution Tree Press.
- Toncheff, M., & Kanold, T. D. (2015). Beyond the Common Core: A Handbook for Mathematics in a PLC at Work, High School. T. D. Kanold (Ed.). Bloomington, IN: Solution Tree Press.
- Wiliam, D. (2011). Embedded Formative Assessment. Bloomington, IN: Solution Tree Press.
Websites
- AllThingsPLC
- AllThingsPLC, "Tools and Resources”
- Howard County Public School System Family Mathematics Support Center
- Howard County Public School System, Mathematics 6 Curricular Resources
- Phoenix Union High School District, "E2 Math: Five-Year Plan, 2013–2018”
- Phoenix Union High School District, "End of the Year Reflection”
- Phoenix Union High School District, "Reflection: 2011–2012 School Year”
