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 potent tutorial innovations --
Providing well timed and distinctive suggestions --
Establishing expert studying groups --
Fostering expert 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
Teacher leaders need the power to schedule, plan, attend, and guide regular team meetings. They are charged with responsibilities to maintain the focus of such meetings on student achievement, instructional strategies, content, pacing, success, and intervention. Communicating Effectively In addition to including staff, leaders must set in place structures for encouraging open, honest communication. Part of a process for empowering teachers means opening the classroom door in order to make teachers’ educational practices overt and thus improve communication.
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. This chapter is critical for mathematics leaders to read and understand before undertaking developmental processes and procedures to improve student achievement.
Nonetheless, they also should be seen as developmental. The intended curriculum is the foundation for the implemented one, and the implemented curriculum provides the foundation for the attained one. CURRICULUM ALIGNMENT Teachers and students should not be held accountable for course or gradelevel content that is not clearly articulated or defined. Holding teachers and students accountable on state or district assessments that do not match intended course content is reprehensible. Instructional leaders are charged with responsibility for ensuring a rigorous and equitable mathematics curriculum that is aligned.
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