Part of the Every Student Can Learn Mathematics series
Boost K-12 student achievement and math skills by enhancing your approach to mathematics homework and grading. This user-friendly resource is divided into two parts, each covering a key team action for mathematics in a PLC at Work™. First, you'll learn how to develop common independent practice assignments or math homework for formative student learning within a professional learning community (PLC). Then, discover how to work collaboratively to create quality equitable grading practices to help you evaluate independent practice effectiveness. The book features teacher team tools and activities to inspire student achievement and enhance grading routines as part of a formative student learning process.
Learn collaborative homework and grading practices to grow your students' math skills:
- Discover how you and your colleagues can design and use mathematics homework and grading practices to produce significant improvement in student learning.
- Learn the value of common scoring agreements among educators.
- Understand and find solutions to common grading errors to ensure equity among all students.
- Implement effective grading practices that provide meaningful and actionable formative feedback to students.
- Support student engagement and ensure students persevere in their learning of mathematics problem solving.
Contents:
Preface
Introduction
Part 1: Team Action 5--Develop and Use High-Quality Common Independent Practice Assignments
for Formative Student Learning
Chapter 1: The Purpose of High-Quality Common Independent Practice Assignments
Chapter 2: Sample Independent Practice Assignments
Chapter 3: Formative Routines for Improved Student Learning
Chapter 4: Common Scoring and Grading Agreements for Homework Assignments
Part 2: Team Action 6--Develop and Use High-Quality Common Grading Components and Formative Grading Routines
Chapter 5: The Purpose and Nature of Grading in Mathematics
Chapter 6: How to Create an Evaluate Quality Grading Components
Chapter 7: Formative Grading Routines
Chapter 8: Traditional Report Card Grades and Standards-Based Scoring Routines
Epilogue
Appendix
References and Resources
Index
Books in the Every Student Can Learn Mathematics series:
- Mathematics Assessment and Intervention in a PLC at Work™
- Mathematics Instruction and Tasks in a PLC at Work™
- Mathematics Homework and Grading in a PLC at Work™
- Mathematics Coaching and Collaboration in a PLC at Work™
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.
He is a past president of the National Council of Supervisors of Mathematics (NCSM) and coauthor of several best-selling mathematics textbooks over several decades. Dr. Kanold has authored or coauthored thirteen books on K-12 mathematics and school leadership since 2011, including the best-selling book HEART! He also has served on writing commissions for the National Council of Teachers of Mathematics (NCTM) and has authored numerous articles and chapters on school leadership and development for education publications since 2006.
To learn more about Timothy D. Kanold's work, visit his blog, Turning Vision Into Action (turningvisionintoaction.today) and follow him on twitter @tkanold.
Bill Barnes is the chief academic officer for the Howard County Public School System in Maryland. He served as second vice president of the NCSM.
Barnes is passionate about ensuring equity and access 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.
To learn more about Bill Barnes's work, follow him on Twitter @billjbarnes.
Matthew R. Larson, PhD, is an award-winning educator and author who served as the K-12 mathematics curriculum specialist for Lincoln Public Schools in Nebraska for more than twenty years. He has served as president of the National Council of Teachers of Mathematics (NCTM).
He is coauthor of several mathematics textbooks, professional books, articles on mathematics education, and was a contributing writer on the influential publications
Principles to Actions: Ensuring Mathematical Success for All and
Catalyzing Change in High School Mathematics: Initiating Critical Conversations.
Jessica Kanold-McIntyre is an educational consultant and author committed to supporting teacher implementation of rigorous mathematics curriculum and assessment practices blended with research-informed instructional practices. She specializes in building and supporting the collaborative teacher culture through the curriculum, assessment, and instruction cycle.
To learn more about Jessica Kanold-McIntyre's work, follow her on Twitter @jkanold.
Sarah Schuhl is an educational coach and consultant specializing in mathematics, professional learning communities, common formative and summative assessments, school improvement, and response to intervention (RTI). She has worked in schools as a secondary mathematics teacher, high school instructional coach, and K-12 mathematics specialist.
Since 2015, Schuhl has co-authored the books Engage in the Mathematical Practices: Strategies to Build Numeracy and Literacy With K-5 Learners and School Improvement for All: A Guide to Doing the Right Work.
To learn more about Sarah Schuhl's work, follow her on Twitter @SSchuhl.
Mona Toncheff, an educational consultant and author, is also currently working as a project manager for the Arizona Mathematics Partnership (a National Science Foundation-funded grant). A passionate educator working with diverse populations in a Title 1 district, she previously worked as both a mathematics teacher and a mathematics content specialist for the Phoenix Union High School District in Arizona.
To learn more about Mona Toncheff's work, follow her on Twitter @toncheff5.
