Consulting Description Don S. Consulting Description Ted H. Hull completed 32 years of service in public education before retiring and opening Hull Educational Consulting. He served as a mathematics teacher, K mathematics coordinator, middle school principal, director of curriculum and instruction, and a project director for the Charles A.
Dana Center at the University of Texas in Austin. Hull is a regular presenter at local, state, and national meetings. Customized Classroom Visit Form. Hull was also a contributing author for publications from the Charles A.
Mathematics Standards in the Classroom: Ruth Harbin Miles coaches rural, suburban, and inner-city school mathematics teachers. Corwin - volume discounts Bolero Ozon. A Guide to Mathematics Leadership: Balka , Ted H. Teachers and leaders need evidence to indicate whether something worked or not. With the development of an articulated curriculum, implemented curriculum, effective strategies, and accurate data, teachers can engage in worthwhile and meaningful dialogues in professional learning communities.
In some cases, leaders may have difficulty establishing professional learning communities due to budgetary concerns, scheduling concerns, or district-level concerns. For these reasons, we discuss establishing professional learning communities in Chapter 7 rather than at the beginning of the process. Mathematics leaders can do much to effectively engage and empower their staffs and can have tremendous, positive impact on student learning and achievement while working towards the long-term goal of establishing professional learning communities.
If professional learning communities are thwarted, leaders can move forward to professional development Chapter 8 that targets teachers' needs and is supported by data. By this time, a process will have been established to monitor the results of professional development and ensure that it has the desired impact. Chapter 9 focuses on how students learn mathematics. Various tools help teachers facilitate students' ability to move from concrete stages to symbolic stages in mathematical learning. Active engagement is a key factor and involves student collaboration and making student thinking visible in the classroom.
The goal for leaders is to use their considerable influence to impact what happens in the mathematics classroom and to close the achievement gap. In working through the stages presented in this book, engaging and empowering staff members are critical features of that plan. Chapter 10 reminds leaders that the model presented here is cyclical. Continuous improvement of a mathematics program requires leaders to reevaluate over time. As mentioned previously, the chapters in this book reflect a carefully ordered, sequential process that will lead to success in teaching and learning.
Each chapter paves the way for the succeeding one—the knowledge, skills, and actions within the chapters overlap one to the next. With each stage, teachers and leaders become more actively engaged and more empowered. When the last stage, Fostering Professional Development , is reached, the entire process recycles at a richer and more fulfilling level as an engaged and empowered staff begins anew by reconsidering, reevaluating, and reforming a curriculum. The clarifying statements beneath each developmental stage can assist in maintaining a dual focus on both a long-term plan and short-term objectives.
Although some leaders may be tempted to skip a stage, each identified stage is crucial to student success in mathematics. Skipping a stage, such as developing an aligned curriculum, will ultimately undermine improvement efforts. Current leaders can use this resource to develop and mentor new mathematics leaders who will understand and implement the principles identified [Page xv] by NCSM. The knowledge and skills discussed in the following pages are foundational for developing future leaders.
As leaders use the book in a transparent, explicit, and inclusive manner, the training of future leaders is a tremendous by-product of their actions. Empowering and engaging staff members in the work of improving mathematics education builds invaluable leadership knowledge and skills. While undertaking this work with mathematics teachers, leaders will note that some teachers eagerly assume various supportive roles in the change initiatives.
These teachers are likely to emerge as team leaders, department heads, or mathematics resource specialists in formal or informal ways. Some will become part of the leadership teams that help a district move toward the NCTM Principles and maintain such a focus in the future. In this way, the book serves a dual role for promoting leadership. First, it serves as a guide for current mathematics leaders, and second, by engaging and empowering staff in the improvement process, it provides the foundation that helps secure and foster future mathematics leaders.
The entire process is designed to instill hope for thousands of mathematics leaders and teachers working every day for betterment of their students. It can be done, and you can make it happen. In whatever way you choose to use this book, we encourage you to keep moving forward. During his career as an educator, Don has presented over 2, workshops on the use of manipulatives with elementary and secondary students at national and regional conferences of the National Council of Teachers of Mathematics, state mathematics conferences, and at inservice trainings for school districts throughout the United States.
Don has written over 20 books on the use of manipulatives for teaching K—12 mathematics, and is a coauthor of the Macmillan K—5 elementary mathematics series Math Connects. He lives with his wife, Sharon, in LaPaz, Indiana. Hull completed 32 years of service in public education before retiring and opening Hull Educational Consulting. He served as a mathematics teacher, K—12 mathematics coordinator, middle school principal, director of curriculum and instruction, and a project director for the Charles A.
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Dana Center at the University of Texas in Austin. Ted is a regular presenter at local, state, and national meetings. Customized Classroom Visit Form. Ted was also a contributing author for publications from the Charles A. Mathematics Standards in the Classroom: Ted lives with his wife, Susan, in Pflugerville, Texas.
Ruth Harbin Miles coaches rural, suburban, and inner-city school mathematics teachers.
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Ruth is the coauthor of Walkway to the Future: As co-owner of Happy Mountain Learning, she specializes in developing teachers' content knowledge and strategies for engaging students to achieve high standards in mathematics. The Corwin logo—a raven striding across an open book—represents the union of courage and learning. Corwin is committed to improving education for all learners by publishing books and other professional development resources for those serving the field of PreK education.
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Preparing the Foundation Chapter 1: A Leadership Model Chapter 3: Analyzing Student Assessments Chapter 6: Continuing the Work Chapter 9: What Does Research Say? How do Students Learn to become Problem Solvers? How do Students Learn to Communicate Mathematics? View Copyright Page [Page iv].
Includes bibliographical references and index. Cathy Hernandez Editorial Assistant: Sarah Bartlett Production Editor: Veronica Stapleton Copy Editor: Sheila Bodell Cover Designer: Rose Storey Graphic Designer: Mathematics Leadership Model Graphic 10 1. Creating a high school diploma that counts. Closing the expectations gap: An annual state progress report on the alignment of high school policies with the demands of college and work.
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Journal for Research in Mathematics Education , 20 5 , — Psychological aspects of learning early arithmetic. Current research on rational numbers and common fractions: Summary and implications for teachers. Middle grades mathematics pp. The social construction of meaning: A significant development for mathematics education.
For the Learning of Mathematics , 5 , 24— A multidimensional mathematics approach with equitable outcomes. Phi Delta Kappan , 87 5 , — The art of problem posing. California Department of Education. Criteria for evaluating mathematics instructional materials. In California evaluation criteria p. What should I look for in a math classroom? Retrieved August 19, , from http: Building shared responsibility for student learning.
Association for Supervision and Curriculum Development. Retrieved March 13, , from http: Highlighting the humanistic dimensions of mathematics through classroom discourse. Mathematics Teacher , 88 , — National Council of Teachers of Mathematics. The best staff development is in the workplace, not in a workshop. Journal of Staff Development , 25 2 , 63— How professional learning communities respond when kids don't learn. Creating successful collaborative teams.
A Guide to Mathematics Leadership : Don S. Balka :
Journal of Staff Development , 17 4 , 12— Deciding what to teach and test. Roles of representation and verbalization in the teaching of multi-digit addition and subtraction. European Journal of Psychology of Education , 1 , 35— Journal for Research in Mathematics Education , 5 21 , — A sourcebook for developing collaborative groups.
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Patterns, principles, and potholes. A theory of developing competence with mathematical symbols.
A Guide to Mathematics Leadership : Sequencing Instructional Change
Educational Studies in Mathematics , 19 , — Learning and teaching with understanding. Southern Regional Education Board. An analysis of the difficulty of learning fractions. Focus on Learning Problems in Mathematics , 9 4 , 25— Retrieved May 17, , from http: A guide to mathematics coaching. Iowa Department of Education. Improving rigor and relevance in the high school curriculum. Teaching with the brain in mind. Association of Supervision and Curriculum Development. The flywheel effect of a professional learning community.
How classroom life undermines reform. Teaching and learning long division for understanding in school. Norms of collegiality and experimentation: Workplace conditions of school success. American Educational Research Journal , 19 , — Designing professional development for teachers of science and mathematics. A practical guide for school improvement in mathematics and science. Learning rational numbers with understanding: Building on informal knowledge. An integration of research pp.