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 educational thoughts --
Providing well timed and special 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 recognize that curriculum alignment is a districtlevel job and not one to be decided at the school or classroom level. To be effective, a curriculum should be vertically and horizontally seamless across a district for every teacher in every grade and in every course. To ensure that this is the case, mathematics leaders are expected to coordinate and facilitate the work of alignment. Teams of teachers and leaders are expected to engage in the process of understanding the curriculum and building consensus on course and grade-level mathematics content.
The first opportunity, discussed in the previous section, is for written course content to match intended course content. Second is that students actually take the intended or desired courses. Third, and most important, students are successful in these courses. Once a curriculum document matches the desired course content, then the course taught must match the prescribed content. It should not be up to the teacher to choose mathematics content. We know that students who are struggling and those from poverty backgrounds often are assigned to the least experienced teachers (Love, 2004).
Too often leaders have asked disengaged and disempowered teachers to provide the energy for sustainable change, thereby dooming the change initiative before it was ever launched. However, repeated failure to create lasting change in the past should not be an excuse to stop trying. Instead, mathematics leaders need to understand the forces of resistance and plan to address them when Engaging and Empowering Staff instituting efforts to change instructional methods and increase the chances for all students to succeed.
A guide to mathematics leadership : sequencing instructional change by Don S. Balka, Ted H. (Henry) Hull, Ruth Harbin Miles