What Principals Need to Know about Teaching and Learning Mathematics

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9781935543558: What Principals Need to Know about Teaching and Learning Mathematics
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Ensure a challenging mathematics experience for every learner, every day. This must-have resource offers support and encouragement for improved mathematics achievement in K-8 classrooms. With an emphasis on Principles and Standards for School Mathematics and Common Core State Standards, you'll cover the importance of mathematics content, learning, instruction, and assessment.

The first four chapters focus on important aspects of a high-quality mathematics program: content, instruction, assessment, and response to intervention. Each of these chapters includes a section on the resources informing that topic. The last four chapters offer a closer look at the overarching concepts of evaluation, professional development, family engagement, and taking action. All chapters include a section on principal priorities related to each topic.

Benefits

* Includes needs assessments so readers can self-appraise their expectations and challenges

* Addresses how schools and districts can attain the vision of the Common Core State Standards

* Outlines how to create effective teacher teams

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About the Author:

Timothy D. Kanold, PhD, is an award-winning educator, in-demand speaker, and educational leader. He is former director of mathematics and science, and served for five years as superintendent of Adlai E. Stevenson High School District 125, a model professional learning community district in Lincolnshire, Illinois. Dr. Kanold is founder and director of E2-PLC Learning Group. He conducts professional development leadership seminars worldwide with a focus on systematic change initiatives that create greater equity, access, and success for all students.

Dr. Kanold has authored numerous articles and chapters on school leadership for education publications, including the Journal of Staff Development and the School Administrator. He received a bachelor s degree in education and a master s degree in mathematics from Illinois State University and earned a doctorate in educational leadership and philosophy from Loyola University Chicago. He is the author of The Five Disciplines of PLC Leaders.

Diane J. Briars, PhD, is a mathematics education consultant and is codirector of the Algebra Intensification Project, an NSF-supported design-based research project to support underprepared algebra students. Previously, she served for twenty years as the mathematics director for the Pittsburgh Public Schools. Under her leadership, Pittsburgh schools made significant progress in increasing student achievement through standards-based curricula, instruction, and assessment.Diane J. Briars, PhD, is a mathematics education consultant and is codirector of the Algebra Intensification Project, an NSF-supported design-based research project to support underprepared algebra students. Previously, she served for twenty years as the mathematics director for the Pittsburgh Public Schools. Under her leadership, Pittsburgh schools made significant progress in increasing student achievement through standards-based curricula, instruction, and assessment.

Dr. Briars is also involved in national initiatives in mathematics education. She has served as a member of many committees, including the National Commission of Mathematics and Science Teaching for the 21st Century headed by Senator John Glenn. She is a former president of the National Council of Supervisors of Mathematics, and board member for the National Council of Teachers of Mathematics, and has served leadership roles for other organizations, including the College Board and the National Science Foundation. She earned a PhD in mathematics education and her master s and bachelor s degrees in mathematics from Northwestern University, and she did postdoctoral study in the Psychology Department of Carnegie-Mellon University. She began her career as a secondary mathematics instructor.

Francis (Skip) Fennell, PhD, is a mathematics educator and has experience as a classroom teacher, principal, and supervisor of instruction. He is the initial recipient of the L. Stanley Bowlsbey endowed chair as Professor of Education and Graduate and Professional Studies at McDaniel College in Westminster, Maryland, where he served for thirty-six years. He is a recent past president of the National Council of Teachers of Mathematics. Dr. Fennell also currently directs the Brookhill Foundation - supported Elementary Mathematics Specialists and Teacher Leaders Project, which includes a national clearinghouse for elementary school mathematics specialists.

Dr. Fennell is widely published in professional journals and textbooks related to elementary and middle-grade mathematics education and has also authored chapters in yearbooks and resource books.

Review:

Kanold, Briars, and Fennell, three of the most highly respected mathematics educators in the country, have put together a remarkable book summarizing what we know about mathematics curriculum, instruction, and assessment, and examined all three through the lens of the Common Core State Standards for Mathematics. Although the book is titled What Principals Need to Know About Teaching and Learning Mathematics, anyone who finds him or herself in the position of working to improve mathematics education will find this book an invaluable resource in their work to build a high-quality mathematics program in the era of the Common Core State Standards. --Matt Larson, Ph.D., K 12 Curriculum Specialist for Mathematics, Lincoln Public Schools, Lincoln, NE, Board of Directors, National Council of Teachers of Mathematics

You're a principal, but not an expert in mathematics. You are not alone! This book provides you with tools and resources, including Look-Fors to monitor and evaluate teaching to improve math instruction, assessments, response to intervention -and much more - to raise student achievement. There are three major shifts necessary as teachers move into the implementation of the Common Core Standards for math: 1) the need for content-related professional development, 2) formative assessment routines, 3) rigorous response to intervention - all of which are addressed in-depth for you, the principal. A must-have book for all building administrators and teacher evaluators! --Mari Muri, Mathematics Consultant, Project to Increase Mastery of Mathematics and Science, Wesleyan University, Middletown, Connecticut

Based on their collective experiences as mathematics teachers and renowned leaders, this outstanding trio recognizes the challenges faced by principals in their intentional implementation of the Common Core State Standards. This comprehensive book provides specific and realistic ways for principals to lead and support their teachers and students in the newly organized content, mathematical practices, instruction, and assessment. --Shirley M. Frye, Retired Mathematics Educator, Former President of NCTM and NCSM

You're a principal, but not an expert in mathematics. You are not alone! This book provides you with tools and resources, including Look-Fors to monitor and evaluate teaching to improve math instruction, assessments, response to intervention -and much more - to raise student achievement. There are three major shifts necessary as teachers move into the implementation of the Common Core Standards for math: 1) the need for content-related professional development, 2) formative assessment routines, 3) rigorous response to intervention - all of which are addressed in-depth for you, the principal. A must-have book for all building administrators and teacher evaluators! --Mari Muri, Mathematics Consultant, Project to Increase Mastery of Mathematics and Science, Wesleyan University, Middletown, Connecticut

Based on their collective experiences as mathematics teachers and renowned leaders, this outstanding trio recognizes the challenges faced by principals in their intentional implementation of the Common Core State Standards. This comprehensive book provides specific and realistic ways for principals to lead and support their teachers and students in the newly organized content, mathematical practices, instruction, and assessment. --Shirley M. Frye, Retired Mathematics Educator, Former President of NCTM and NCSM

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