This teacher guide illustrates how to sustain successful implementation of the Common Core State Standards for mathematics for high school. Discover what students should learn and how they should learn it. 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: Changes in Mathematics Standards, 1989-2012
Appendix B: Standards for Mathematical Practice
Appendix C: Standards for Mathematical Content, High School
Timothy D. Kanold, PhD, is an award-winning educator, author, speaker and consultant. He is former director of mathematics and science and superintendent of Adlai E. Stevenson High School District 125, a model professional learning community district in Lincolnshire, Illinois.
Dr. Kanold is committed to equity and excellence for students, faculty, and school administrators. He conducts highly motivational, high energy professional development leadership seminars worldwide with a focus on turning vision into realized action that creates greater equity for students through the effective delivery of professional learning communities in the service of mathematics education and improvement.
He is a past president of the National Council of Supervisors of Mathematics and coauthor of several best-selling mathematics textbooks over several decades. He has served on writing commissions for the National Council of Teachers of Mathematics and has authored numerous articles and chapters on school mathematics, leadership, and development for education publications.
Gwendolyn Zimmermann, PhD, is the director of mathematics of Adlai E. Stevenson High School District 125, a model professional learning community district in Lincolnshire, Illinois.
She has served as journal editor for the National Council of Supervisors of Mathematics. She served on the committee that revised the adolescence and young adulthood mathematics standards for the National Board of Professional Teaching Standards and has served as chairperson for the National Council of Teachers of Mathematics Educational Materials Committee. In 2001, Dr. Zimmermann received the Presidential Award for Excellence in Mathematics and Science Teaching.
John A. Carter, PhD, is the principal of Adlai E. Stevenson High School in Lincolnshire, Illinois. He previously served as the director of mathematics and the assistant principal for teaching and learning at Adlai E. Stevenson. He taught mathematics for nineteen years at Community High School in West Chicago and at Stevenson High School.
As a teacher and professional developer, Dr. Carter's work has focused on teaching mathematics for understanding, student engaged learning, and developing student reasoning. As a presenter and lesson-study facilitator, he regularly works with teachers to examine their instructional practices, further their content knowledge, and improve student achievement.
Dr. Carter has served on the Board of Directors for the National Council of Teachers of Mathematics as well as been a member of National Council of Teachers of Mathematics committees, task forces, and writing groups. He received the Presidential Award for Excellence in Mathematics Teaching in 1993 and was awarded the T. E. Rine Secondary Mathematics Teaching Award from the Illinois Council of Teachers of Mathematics in 2000.
Mona Toncheff, MEd, is the math content specialist in Phoenix Union High School District, an urban school district in Phoenix, Arizona. She has served in public education for twenty years, twelve of them as a high school mathematics teacher. She received her masters of education in educational leadership from Northern Arizona University and has been the district s mathematics leader for eight years.
As the math content specialist, she oversees mathematics curriculum, instruction, and assessment at the twelve comprehensive and four special high schools in the district. Her experience includes supervising the culture change from teacher isolation to professional learning communities, creating articulated standards and relevant district common assessments, and providing the ongoing professional development for over two hundred high school mathematics teachers regarding best practices, equity and access, technology, and assessment for learning.
