Wow! eBook
Mathematics Coaching and Collaboration in a PLC at Work® (Leading Collaborative Learning and Teaching Teams in Math Education)
Author(s): Timothy D. Kanold (Author), Mona Toncheff (Author), Matthew R. Larson (Author), Bill Barnes (Author), Jessica Kanold-McIntyre (Author)
- Publisher: Solution Tree Press
- Publication Date: March 30, 2018
- Edition: Illustrated
- Language: English
- Print length: 136 pages
- ISBN-10: 1943874344
- ISBN-13: 9781943874347
Book Description
Part of the Every Student Can Learn Mathematics series
Build a mathematics teaching community that promotes learning for K-12 educators and students. This user-friendly resource is divided into two parts, each covering actionable team strategies in teaching mathematics in a PLC at Work™. First you’ll discover how to coach highly effective mathematics teams within your professional learning community. Then you’ll learn how to utilize collaboration and lesson-design elements within your math curriculum for teacher team reflection, assessment data analysis, and action.
Learn to lead math teacher teams and foster effective collaborative teaching strategies:
- Build a collaborative math learning culture that engages and promotes learning for students and staff members.
- Optimize coaching and foster equity and belonging, to encourage collaboration on instruction and math assessment.
- Engage in mathematics lesson study, to help teams learn from one another and reflect on effective strategies in teaching mathematics.
- Develop norms, SMART goals for teachers, agendas, and a plan for working effectively as a collaborative team in a PLC at Work™. Address all parts of your math curriculum, from math instruction to math interventions.
Contents:
Preface
Introduction
Part 1: Develop PLC Structures for Effective Teacher Team Engagement, Transparency, and Action
Chapter 1: Five Inspirational PLC Leadership Practices
Chapter 2: Five Leadership Strategies for Effective Collaboration in Mathematics
Part 2: Use Common Assessments and Lesson-Design Elements for Teacher Team Reflection, Data Analysis, and Subsequent Action
Chapter 3: How to Create and Nurture a Culture of Change, Growth, Reflection, and Improvement in Your Mathematics Program
Chapter 4: How to Lead a Culture of Transparency and Learning with Mathematics Assessments
Chapter 5: How to Lead in a Culture of Transparency and Learning with Mathematics Instruction
Chapter 6: How to Lead a Culture of Collective Responsibility
Epilogue
Appendix A
References and Resources
Books in the Every Student Can Learn Mathematics series:
- Mathematics Assessment and Intervention in a PLC at Work™
- Mathematics Instruction and Tasks in a PLC at Work™
- Mathematics Homework and Grading in a PLC at Work™
- Mathematics Coaching and Collaboration in a PLC at Work™
Editorial Reviews
Review
“Practical and proven! This book is a must-read for every mathematics coach and leader who wants to move collaborative teams toward a culture of reflection, refinement, and action so that every student can learn mathematics! The protocols and tools in this book will make a significant difference in the effectiveness of collaborative mathematics teams.”
—Kim C. Estes, mathematics specialist and instructional coach, Green River Regional Educational Cooperative, Kentucky
“Mathematics Coaching and Collaboration in a PLC at Work provides teacher leaders with essential practices, strategies, and protocols to create effective collaborative teams to improve teaching and learning in mathematics. This book meets you where you are on the PLC journey, whether you are just beginning or have experience with PLC and are looking for ways to improve and maximize results. There are many opportunities for self-reflection and leadership growth embedded throughout.”
—Barbara Perez, K-12 Mathematics Director, Las Vegas, Nevada
“This is a thoroughly and thoughtfully presented guide offering practical suggestions to help leaders support collaborative teacher teams in focusing on the learning of all students. By focusing on evidence of students’ learning, teams harness and focus their energy on the right work.”
—Kit Norris, educational consultant, Massachusetts
About the Author
Timothy D. Kanold, PhD, is an award-winning educator, author, and consultant and national thought leader in mathematics. He is former director of mathematics and science and served as superintendent of Adlai E. Stevenson High School District 125, a model professional learning community (PLC) district in Lincolnshire, Illinois.
He is a past president of the National Council of Supervisors of Mathematics (NCSM) and coauthor of several best-selling mathematics textbooks over several decades. Dr. Kanold has authored or coauthored thirteen books on K-12 mathematics and school leadership since 2011, including the best-selling book HEART! He also has served on writing commissions for the National Council of Teachers of Mathematics (NCTM) and has authored numerous articles and chapters on school leadership and development for education publications since 2006.
To learn more about Timothy D. Kanold’s work, visit his blog, Turning Vision Into Action (turningvisionintoaction.today) and follow him on Twitter @tkanold.
Mona Toncheff, an educational consultant and author, is also currently working as a project manager for the Arizona Mathematics Partnership (a National Science Foundation-funded grant). A passionate educator working with diverse populations in a Title 1 district, she previously worked as both a mathematics teacher and a mathematics content specialist for the Phoenix Union High School District in Arizona.
To learn more about Mona Toncheff’s work, follow her on Twitter @toncheff5.
Matthew R. Larson, PhD, is an award-winning educator and author who served as the K-12 mathematics curriculum specialist for Lincoln Public Schools in Nebraska for more than twenty years. He has served as president of the National Council of Teachers of Mathematics (NCTM).
He is coauthor of several mathematics textbooks, professional books, articles on mathematics education, and was a contributing writer on the influential publications Principles to Actions: Ensuring Mathematical Success for All and Catalyzing Change in High School Mathematics: Initiating Critical Conversations.
Bill Barnes is the chief academic officer for the Howard County Public School System in Maryland. He served as second vice president of the NCSM.
Barnes is passionate about ensuring equity and access in mathematics for students, families, and staff. His experiences drive his advocacy efforts as he works to ensure opportunity and access to underserved and underperforming populations.
To learn more about Bill Barnes’s work, follow him on Twitter @billjbarnes.
Jessica Kanold-McIntyre is an educational consultant and author committed to supporting teacher implementation of rigorous mathematics curriculum and assessment practices blended with research-informed instructional practices. She specializes in building and supporting the collaborative teacher culture through the curriculum, assessment, and instruction cycle.
To learn more about Jessica Kanold-McIntyre’s work, follow her on Twitter @jkanold.
Sarah Schuhl is an educational coach and consultant specializing in mathematics, professional learning communities, common formative and summative assessments, school improvement, and response to intervention (RTI). She has worked in schools as a secondary mathematics teacher, high school instructional coach, and K-12 mathematics specialist.
Since 2015, Schuhl has co-authored the books Engage in the Mathematical Practices: Strategies to Build Numeracy and Literacy With K-5 Learners and School Improvement for All: A Guide to Doing the Right Work.
To learn more about Sarah Schuhl’s work, follow her on Twitter @SSchuhl.
