By Don S. Balka, Ted H. (Henry) Hull, Ruth Harbin Miles
Getting ready the basis --
Understanding and Clarifying management in arithmetic --
Engaging and Empowering employees --
A management version --
Articulating the Curriculum --
Implementing the Curriculum --
Incorporating powerful tutorial suggestions --
Providing well timed and distinct suggestions --
Establishing specialist studying groups --
Fostering expert improvement --
Continuing the paintings --
Reflecting on How scholars research arithmetic --
Putting all of it jointly
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Additional resources for A guide to mathematics leadership : sequencing instructional change
Mathematics leaders should use these as a measuring tool to evaluate their curricula. The process standards supply students with access to content, aid retention, and develop conceptual understanding. The process standards are the glue that holds the mathematics content together. They must be an integral part of any comprehensive curriculum (NCTM, 2000). OPPORTUNITY TO LEARN Our society is increasingly diverse and mobile, and our economy is international. Students who have managed to pass only watered-down algebra and geometry courses are competing for jobs with students who have successfully completed four or more years of rigorous high school mathematics (National Mathematics Advisory Panel, 2008).
These processes cut across the NCTM and NCSM principles of equity, curriculum, teaching, learning, and assessment. However, when fully operational the knowledge and skills embedded in this twin concept of engagement and empowerment are likely to affect equity significantly. Empowered and engaged teachers effectively reach and teach all students the appropriate curriculum. In most cases mathematics leaders will not begin their work with these processes in place. Engagement and empowerment emerge as the developmental stages are implemented.
9 Preparing the Foundation Assessment Leadership Indicator 2: Every teacher uses formative assessment processes to inform teacher practice and student learning. (p. 45) Assessment Leadership Indicator 3: Every teacher uses summative assessment data to evaluate mathematics grade-level, course, and program effectiveness. (p. 45) 3. Assessment should furnish useful information to students. Assessment Leadership Indicator 2: Every teacher uses formative assessment processes to inform teacher practice and student learning.