Activating the Vision : The Four Keys of Mathematics Leadership (from Team Leaders to Teachers)

The four keys of mathematics leadership are: "1. Establish a clear vision for mathematics teaching and learning. 2. Support visionary professional learning for teachers and teacher leaders. 3. Develop systems for activating the vision. 4. Empower the vision of family and community engagement."-- Foreword

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

1. Take Stock of Your Mathematics Program’s Health
2. Develop a Collaborative Vision for an Exemplary Mathematics Program
3. Establish Measures of Success

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

4. Engage Teachers in Worthwhile and Differentiated Professional Learning
5. Develop Highly Skilled and Highly Effective Mathematics Leaders
6. Build Capacity of Site-Based Administrators and District Leaders

Part III: Develop Systems for Activating the Vision

7. Leverage Team Actions
8. Create and Implement Well-Designed Curriculum and Assessments
9. Monitor Consistent Expectations for Exemplary Instruction

Part IV: Empower the Vision of Family and Community Engagement

1. Activate the Student Voice to Check Alignment Between Vision and Reality
2. Empower Families as Informed Advocates
3. Build 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

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. Foreword by Timothy D. Kanold Introduction Part Establish a Clear Vision for Mathematics Teaching and Learning 1. Take Stock of Your Mathematics Program s Health 2. Develop a Collaborative Vision for an Exemplary Mathematics Program 3. Establish Measures of Success Part Support Visionary Professional Learning for Teachers and Teacher Leaders 4. Engage Teachers in Worthwhile and Differentiated Professional Learning 5. Develop Highly Skilled and Highly Effective Mathematics Leaders 6. Build Capacity of Site-Based Administrators and District Leaders Part Develop Systems for Activating the Vision 7. Leverage Team Actions 8. Create and Implement Well-Designed Curriculum and Assessments 9. Monitor Consistent Expectations for Exemplary Instruction Part Empower the Vision of Family and Community Engagement 10. Activate the Student Voice to Check Alignment Between Vision and Reality 11. Empower Families as Informed Advocates 12. Build and Engage a Strong Network of Partnerships Epilogue Appendix Vision for Teaching and Learning Mathematics Appendix Cognitive Demand Appendix Planning Template for Change Appendix Mathematics Professional Development Plan for a School Year