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.
Contents:
Foreword by Timothy D. Kanold
Introduction
Part I: Establish a Clear Vision for Mathematics Teaching and Learning
1. Take Stock of Your Mathematics Program s Health
2. Develop a Collaborative Vision for an Exemplary Mathematics Program
3. Establish Measures of Success
Part II: Support Visionary Professional Learning for Teachers and Teacher Leaders
4. Engage Teachers in Worthwhile and Differentiated Professional Learning
5. Develop Highly Skilled and Highly Effective Mathematics Leaders
6. Build Capacity of Site-Based Administrators and District Leaders
Part III: Develop Systems for Activating the Vision
7. Leverage Team Actions
8. Create and Implement Well-Designed Curriculum and Assessments
9. Monitor Consistent Expectations for Exemplary Instruction
Part IV: Empower the Vision of Family and Community Engagement
10. Activate the Student Voice to Check Alignment Between Vision and Reality
11. Empower Families as Informed Advocates
12. Build and Engage a Strong Network of Partnerships
Epilogue
Appendix A: Vision for Teaching and Learning Mathematics
Appendix B: Cognitive Demand
Appendix C: Planning Template for Change
Appendix D: Mathematics Professional Development Plan for a School Year
Bill Barnes is director of curricular programs, secondary and preK-12 for the Howard County Public School System in Maryland. He is also director of Eastern Region 2 for the National Council of Supervisors of Mathematics and an adjunct professor for Johns Hopkins University, the University of Maryland-Baltimore County, and Towson University.
Bill is passionate about ensuring equity and opportunity in mathematics for students, families, and staff. His experiences drive his advocacy efforts as he works to ensure opportunity and access to underserved and underperforming populations. He fosters partnership among schools, families, and community resources in an effort to shatter traditional educational barriers.
A past president of the Maryland Council of Teachers of Mathematics, Bill has served as the Affiliate Service Committee Eastern Region 2 representative for the National Council of Teachers of Mathematics and regional team leader for the National Council of Supervisors of Mathematics.
Bill is the recipient of the 2003 Maryland Presidential Award for Excellence in Mathematics and Science Teaching. He was named Outstanding Middle School Math Teacher by the Maryland Council of Teachers of Mathematics and Maryland Public Television and Master Teacher of the Year by the National Teacher Training Institutes.
Mona Toncheff, an education consultant and author, is project manager for the Arizona Mathematics Partnership (a National Science Foundation-funded grant). She is a former mathematics content specialist for Phoenix Union High School District in Arizona where she provided professional development and curriculum development to high school teachers and administrators.
Mona has supervised the culture change from teacher isolation to professional learning communities, creating articulated standards and relevant district common assessments and providing ongoing professional development on best practices, equity and access, technology, response to intervention, high-quality grading practices, and assessment for learning.
As a writer and consultant, Mona works with educators nationwide to build collaborative teams, empowering them with effective strategies for aligning curriculum, instruction, and assessment to ensure all students receive high-quality mathematics instruction.
Mona is second vice president of the National Council of Supervisors of Mathematics. She also served as secretary (2007-2008) and director of Western Region 1 (2012-2015). Mona is vice president of Arizona Mathematics Leaders. She was named 2009 Phoenix Union High School District Teacher of the Year and in 2014, she received the Copper Apple Award for leadership in mathematics from the Arizona Association of Teachers of Mathematics.
