By Don S. Balka, Ted H. (Henry) Hull, Ruth Harbin Miles
Getting ready the root --
Understanding and Clarifying management in arithmetic --
Engaging and Empowering employees --
A management version --
Articulating the Curriculum --
Implementing the Curriculum --
Incorporating potent educational concepts --
Providing well timed and precise suggestions --
Establishing specialist studying groups --
Fostering specialist improvement --
Continuing the paintings --
Reflecting on How scholars study arithmetic --
Putting all of it jointly
Read Online or Download A guide to mathematics leadership : sequencing instructional change PDF
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Additional resources for A guide to mathematics leadership : sequencing instructional change
In developing a scope the mathematics teams start with the stateidentified content for a particular course or grade. The foundation includes only minimum requirements. For each objective the team needs to decide if the objective is to be introduced, mastered, or reviewed. Team members then organize objectives by clusters of related objectives around mathematical concepts. Skills are attached to objectives that provide an opportunity for application. For instance, recognizing halves and fourths might be combined with lessons on measurement.
By reviewing how standards can be assessed, teachers also will gain a better feel for how lessons should be structured. Principals and Standards for School Mathematics identifies 10 standards to supply a framework for a well-developed, comprehensive mathematics program. Five of these standards are content: number and operations, algebra, geometry, measurement, and data analysis and probability. The remaining five are process standards: problem solving, reasoning and proof, communication, connections, and representation.
Specifically, instructional leadership needs to emerge to change classroom practices in mathematics. Instructional leadership is an element within the broad spectrum of leadership skills targeted at improving student achievement. A dire need for new instructional leadership has arisen from the repeated failure of public schools to close the achievement gap in student performance, as well as from a general erosion of public confidence in schools (Short & Greer, 2002). For substantive change to occur, mathematics leaders need to analyze the current instructional model and formulate a new vision.