This leader companion to the grade-level teacher guides illustrates how to sustain successful implementation of the Common Core State Standards for mathematics. Discover what students should learn and how they should learn it. Comprehensive research-affirmed analysis tools and strategies will help collaborative teams 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: Leading High-Performing Collaborative Teams for Mathematics
Chapter 2: Leading the Implementation of the Common Core Standards for Mathematical Practice
Chapter 3: Leading the Implementation of the Common Core Mathematics Content
Chapter 4: Leading the Implementation of the Teaching-Assessing-Learning Cycle
Chapter 5: Leading the Implementation of Required Response to Intervention
Epilogue: Your Mathematics Professional Development Model
Appendix A: Standards for Mathematical Practice
Timothy D. Kanold, PhD, is an award-winning educator, in-demand speaker, and past president of the National Council of Supervisors of Mathematics (NCSM). He served as superintendent of Adlai E. Stevenson High School District 125, the model professional learning community created by Dr. Richard DuFour. He has conducted talks and seminars worldwide with a focus on systematic change initiatives that create greater equity and access for all students.
Dr. Kanold received the 1982 Presidential Award for Excellence in Mathematics and Science Teaching, 1991 Outstanding Young Alumni Award from Illinois State University, 2001 Outstanding Alumni Award from Addison Trail High School, 1994 Outstanding Administrator Award from the Illinois State Board of Education, and 2002 Lee E. Yunker Leadership Award.
Matthew R. Larson is the K-12 mathematics curriculum specialist for the Lincoln Public Schools in Lincoln, Nebraska. Larson earned his bachelor's degree and his doctorate from the University of Nebraska Lincoln. Larson previously was mathematics department chair and a teacher at Lincoln High School. His recent work with NCTM includes participating in the Research Agenda Conference in 2008, and serving as chair (2006-07) of the Research Committee. He has also coauthored articles for NCTM's Journal for Research in Mathematics Education. He received the Don Miller Outstanding Mathematics Educator Award, Nebraska, in 2000.
