Note: Supplemental materials are not guaranteed with Rental or Used book purchases.
Purchase Benefits
What is included with this book?
About the Series Editor | p. ix |
About the Authors | p. xi |
Foreword | p. xiii |
Introduction | p. 1 |
Leading High-Performing Collaborative Teams for Mathematics | p. 7 |
The Professional Development Paradigm Shift | p. 7 |
Professional Learning Communities: Your Vehicle for Professional Development | p. 9 |
Leading Collaborative Practices | p. 13 |
High-Leverage Professional Development for the Common Core | p. 21 |
Collaborative Protocols | p. 22 |
Looking Ahead | p. 24 |
Extending My Understanding | p. 24 |
Leading the Implementation of the Common Core Standards for Mathematical Practice | p. 27 |
The CCSS for Mathematics Instructional Paradigm Shift | p. 28 |
The Common Core Standards for Mathematical Practice | p. 29 |
Overarching Habits of Mind | p. 31 |
Reasoning and Explaining | p. 35 |
Modeling and Using Tools | p. 38 |
Seeing Structure and Generalizing | p. 43 |
Lesson-Design Elements That Reflect the Common Core Mathematical Practices | p. 46 |
The Mathematical Practices Lesson-Design Tools | p. 53 |
Looking Ahead | p. 57 |
Extending My Understanding | p. 57 |
Leading the Implementation of the Common Core Mathematics Content | p. 61 |
The CCSS K-12 Mathematics Curriculum Paradigm Shift | p. 62 |
Understanding the CCSS Domains, Clusters, and Learning Progressions | p. 64 |
Seeking Adequate Time to Teach the Content | p. 69 |
Accessing Appropriate Technology and Strategic Tools | p. 72 |
Implementing the CCSS Content Standards | p. 74 |
Looking Ahead | p. 83 |
Extending My Understanding | p. 83 |
Leading the Implementation of the Teaching-Assessing-Learning Cycle | p. 85 |
A Paradigm Shift in K-12 Mathematics Assessment Practices | p. 86 |
The PLC Teaching-Assessing-Learning Cycle | p. 89 |
Summative Moments in the Formative Feedback Paradigm | p. 102 |
Effective Summative Grading Practices | p. 106 |
Looking Ahead | p. 107 |
Extending My Understanding | p. 108 |
Leading the Implementation of Required Response to Intervention | p. 111 |
Vision of Equity | p. 112 |
Sources That Inform Equity in Mathematics | p. 113 |
Student Learning Needs for Success | p. 117 |
The PLC Required Response to Learning | p. 120 |
A Major Paradigm Shift in Mathematics Intervention Practices | p. 124 |
Your Intentional R2TI for Learning | p. 127 |
Looking Ahead | p. 128 |
Extending My Understanding | p. 129 |
Epilogue: Your Mathematics Professional Development Model | p. 131 |
Standards for Mathematical Practice | p. 133 |
Connecting the Standards for Mathematical Practice to the Standards for Mathematical Content | p. 136 |
References and Resources | p. 137 |
Index | p. 149 |
Table of Contents provided by Ingram. All Rights Reserved. |
The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.