Mona Toncheff – författare

Focus your curriculum to heighten student achievement. Learn 10 high-leverage team actions for grades 9–12 mathematics instruction and assessment. Discover the actions your team should take before a unit of instruction begins, as well as the actions and formative assessments that should occur during instruction. Examine how to most effectively reflect on assessment results, and prepare for the next unit of instruction.

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

Take Stock of Your Mathematics Program’s HealthDevelop a Collaborative Vision for an Exemplary Mathematics ProgramEstablish Measures of Success

Part II: Support Visionary Professional Learning for Teachers and Teacher Leaders

Engage Teachers in Worthwhile and Differentiated Professional LearningDevelop Highly Skilled and Highly Effective Mathematics LeadersBuild Capacity of Site-Based Administrators and District Leaders

Part III: Develop Systems for Activating the Vision

Leverage Team ActionsCreate and Implement Well-Designed Curriculum and AssessmentsMonitor Consistent Expectations for Exemplary Instruction

Part IV: Empower the Vision of Family and Community Engagement

Activate the Student Voice to Check Alignment Between Vision and RealityEmpower Families as Informed AdvocatesBuild 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

Part of the Every Student Can Learn Mathematics series

Build a mathematics teaching community that promotes learning for K-12 educators and students. This user-friendly resource is divided into two parts, each covering actionable team strategies in teaching mathematics in a PLC at Work™. First you''ll discover how to coach highly effective mathematics teams within your professional learning community. Then you''ll learn how to utilize collaboration and lesson-design elements within your math curriculum for teacher team reflection, assessment data analysis, and action.

Learn to lead math teacher teams and foster effective collaborative teaching strategies:

Build a collaborative math learning culture that engages and promotes learning for students and staff members.Optimize coaching and foster equity and belonging, to encourage collaboration on instruction and math assessment.Engage in mathematics lesson study, to help teams learn from one another and reflect on effective strategies in teaching mathematics.Develop norms, SMART goals for teachers, agendas, and a plan for working effectively as a collaborative team in a PLC at Work™.Address all parts of your math curriculum, from math instruction to math interventions.

Contents:PrefaceIntroductionPart 1: Develop PLC Structures for Effective Teacher Team Engagement, Transparency, and ActionChapter 1: Five Inspirational PLC Leadership PracticesChapter 2: Five Leadership Strategies for Effective Collaboration in MathematicsPart 2: Use Common Assessments and Lesson-Design Elements for Teacher Team Reflection, Data Analysis, and Subsequent ActionChapter 3: How to Create and Nurture a Culture of Change, Growth, Reflection, and Improvement in Your Mathematics ProgramChapter 4: How to Lead a Culture of Transparency and Learning with Mathematics AssessmentsChapter 5: How to Lead in a Culture of Transparency and Learning with Mathematics InstructionChapter 6: How to Lead a Culture of Collective ResponsibilityEpilogueAppendix AReferences and Resources

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™

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 LearningChapter 1: The Purpose of High-Quality Common Independent Practice AssignmentsChapter 2: Sample Independent Practice AssignmentsChapter 3: Formative Routines for Improved Student LearningChapter 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 RoutinesChapter 5: The Purpose and Nature of Grading in MathematicsChapter 6: How to Create an Evaluate Quality Grading ComponentsChapter 7: Formative Grading RoutinesChapter 8: Traditional Report Card Grades and Standards-Based Scoring Routines

EpilogueAppendixReferences and ResourcesIndex

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™

Part of the Every Student Can Learn Mathematics series

Harness the power of formative assessment processes within an RTI model (MTSS) to inspire student learning in mathematics. 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 high-quality common assessments. Then discover how to use the mathematics assessments for formative student learning and intervention. The book features unit samples for learning standards, sample unit exams, student performance trackers, and more.

Improve your math assessment methods using RTI Tier 2 interventions and PLC processes as a guide:

Explore an assessment model for writing quality common assessments.Utilize RTI Tier 2 intervention strategies for effectively responding to student learning.Make sense of the grade-level content standards and corresponding tasks.Learn how to write quality common unit assessments and score them accurately.Determine how students can reflect and set performance goals using common unit assessment results.Develop a Tier 2 RTI math intervention program to support student learning.

Contents:PrefaceIntroduction

Part 1: Team Action 1 -- Develop High-Quality Common Assessments for the Agreed-On Essential Learning StandardsChapter 1: The Purpose and Benefit of Common Mathematics AssessmentsChapter 2: Quality Common Mathematics Unit AssessmentsChapter 3: Sample Common Mathematics Unit Assessments and Collaborative Scoring Agreements

Part 2: Team Action 2 -- Use Common Unit Assessments for Formative Student Learning and InterventionChapter 4: Quality of Mathematics Assessment Feedback Processes Chapter 5: Team Response to Student Learning Using Tier 2 Mathematics Intervention CriteriaChapter 6: Student Action on Assessment Feedback During the Unit

EpilogueReferences and ResourcesIndex

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™

Build collaborative teacher teams committed to fostering student self-efficacy and increasing achievement in mathematics. Part of the Every Student Can Learn Mathematics series, this practical resource provides a framework for collectively planning a unit of study in grades 3–5. Grade-level teams will learn how to work together to perform key tasks—from unwrapping standards and creating team unit calendars to determining academic vocabulary and designing robust fraction units.

Help your team identify what students need to know by the end of each unit and build student self-efficacy:

Understand how to collaboratively plan thematic units in grades 3-5.Study the seven unit-planning elements and learn how to incorporate each in essential unit design.Review the role of the PLC at Work® process in enhancing collaborative student learning and teacher collaboration.Observe three model fraction units, one for each grade level.Receive tools and templates for effective unit planning.

Contents:Introduction by Timothy D. KanoldPart 1: Mathematics Unit Planning and Design Elements Chapter 1: Planning for Student Learning of Mathematics in Grades 3–5 Chapter 2: Unit Planning as a Collaborative Mathematics TeamPart 2: Fraction Unit Examples, Grades 3–5 Chapter 3: Grade 3 Unit—Fraction Understanding Chapter 4: Grade 4 Unit—Fraction Equivalence, Addition, and Subtraction Chapter 5: Grade 5 Unit—Fraction Addition and SubtractionEpilogue: Mathematics Team OrganizationAppendix A: Create a Proficiency MapAppendix B: Checklist and Questions for Mathematics Unit PlanningReferences and Resources

This second edition book from the Every Student Can Learn Mathematics series guides you and your collaborative teams in building student and collective teacher efficacy through the formative use of common assessments. Discover how you can work interdependently to design high-quality assessments, calibrate scoring of student work, and analyze data to enhance instructional practices and sustain effective Tier 2 learning experiences for students. New and enhanced protocols and examples provide practical tools and models for immediate implementation. Improve your mathematics collaborative team assessment processes using the four critical questions of a PLC at Work® along with an RTI or MTSS focus on effective Tier 2 interventions.

This book will help K–12 mathematics teachers and teacher teams: Learn the criteria for the formative use of all unit-by-unit common mathematics assessmentsIdentify essential learning standards as drivers for common assessments and student reflectionDesign and use high-quality common assessments and team scoring agreementsCalibrate the scoring of student work for consistent formative feedback to studentsEngage in data protocols that analyze student work to enhance instructional practices, identify students in need of targeted intervention or extension, and create effective intervention learning experiencesDetermine how students can reflect and set goals using the formative feedback process based on common unit-by-unit assessmentsDesign and implement an effective Tier 2 mathematics intervention program to support student learningContents:PrefaceIntroductionChapter 1: The Mathematics at Work Common Assessment ProcessChapter 2: Quality Common Mathematics AssessmentsChapter 3: Sample Common Mathematics Assessments and Calibration RoutinesChapter 4: Teacher Actions in the Formative Assessment ProcessChapter 5: Student Actions in the Formative Assessment ProcessChapter 6: Team Response to Student Learning Using Tier 2 Mathematics Intervention CriteriaSummaryEpilogueAppendixReferences and ResourcesIndex