This teacher guide illustrates how to sustain successful implementation of the Common Core State Standards for mathematics, grades K-2. Discover what students should learn and how they should learn it at each grade level. Comprehensive research-affirmed analysis tools and strategies will help you and your collaborative team develop and assess student demonstrations of deep conceptual understanding and procedural fluency.
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.
Contents:
Chapter 1: Using High-Performing Collaborative Teams for Mathematics
Chapter 2: Implementing the Common Core Standards for Mathematical Practice
Chapter 3: Implementing the Common Core Mathematics Content in Your Curriculum
Chapter 4: Implementing the Teaching-Assessing-Learning Cycle
Chapter 5: Implementing Required Response to Intervention
Epilogue: Your Mathematics Professional Development Model
Appendix A: Sample Standards for Mathematical Content, PreKindergarten
Appendix B: Standards for Mathematical Practice
Appendix C: Standards for Mathematical Content, Kindergarten
Appendix D: Standards for Mathematical Content, Grade 1
Appendix E: Standards for Mathematical Content, Grade 2
Appendix F: Changes in Mathematics Standards, 1989-2010
Timothy D. Kanold, PhD, is an award-winning educator, author, and consultant and national thought leader in mathematics. He is former director of mathematics and science and served as superintendent of Adlai E. Stevenson High School District 125, a model professional learning community (PLC) district in Lincolnshire, Illinois.
Dr. Kanold is committed to equity and excellence for students, faculty, and school administrators. He conducts highly motivational professional development leadership seminars worldwide with a focus on turning school vision into realized action that creates greater equity for students through the effective delivery of the PLC process by faculty and administrators.
Matthew R. Larson, PhD, is a school district administrator, author, and nationally known speaker. He is the K-12 curriculum specialist for mathematics for Lincoln Public Schools, in Lincoln, Nebraska, where part of his work focuses on implementing effective professional learning communities to improve mathematics instruction and student achievement.
Dr. Larson has taught mathematics at elementary through college levels and has held an honorary appointment as a visiting associate professor of mathematics education at Teachers College, Columbia University. He is the coauthor of several elementary mathematics textbooks, professional books, and articles in mathematics education publications.
Francis (Skip) Fennell, PhD, is the L. Stanley Bowlsbey professor of education and graduate and professional studies at McDaniel College in Maryland, where he directs the Elementary Mathematics Specialists and Teacher Leaders Project (ems&tl). A mathematics educator who has experience as a classroom teacher, principal, and supervisor of instruction, he is a past president of the Association of Mathematics Teacher Educators and the National Council of Teachers of Mathematics.
Thomasenia Lott Adams, PhD, is a professor of mathematics education and the interim associate dean of research in the College of Education at the University of Florida, Gainesville. Dr. Adams's research focuses on mathematics professional development and multicultural issues regarding teaching and learning mathematics.
Juli K. Dixon, PhD, is a professor of mathematics education at the University of Central Florida (UCF) in Orlando. She coordinates the award-winning Lockheed Martin/UCF Academy for Mathematics and Science. Dr. Dixon has also taught secondary mathematics at the University of Nevada, Las Vegas, and mathematics in urban school settings at the elementary, middle, secondary, and postsecondary levels.
Beth McCord Kobett is a mathematics educator and consultant. She is a former classroom teacher and mathematics specialist for Howard County, Maryland, public schools. Kobett is an assistant professor of education at Stevenson University where she teaches courses in mathematics education for preservice teachers. She is also serving as the lead consultant for the Elementary Mathematics Specialists and Teacher Leaders Project. She serves as an adjunct faculty member at McDaniel College where she teaches graduate-level courses in mathematics education.
Jonathan A. Wray is a mathematics instructional facilitator in the Howard County, Maryland, public school system. He is president-elect of the Association of Maryland Mathematics Teacher Educators and past president of the Maryland Council of Teachers of Mathematics. Wray also serves as the manager of the Elementary Mathematics Specialists and Teacher Leaders Project and chair of the Core Learning Community's Core Challenge. He has experience as a primary and intermediate elementary classroom teacher, gifted/talented resource teacher, mathematics supervisor, grant project manager, and educational consultant.
