Common Core Mathematics in a PLA at Work

by Kanold, Timothy D.; Larson, Matthew R.; Reeves, Douglas B.

• ISBN13: 9781936765478
• ISBN10: 1936765470
• Edition: Teacher
• Format: Paperback
• Copyright: 2012-06-12
• Publisher: Solution Tree

Summary

The Common Core State Standards (CCSS) for mathematics improve on current state standards and provide a consistent framework for teaching and learning practices. They define the knowledge and skills necessary to develop mathematical proficiency and succeed at all levels of education. Common Core Mathematics in a PLC at Work, Leader's Guide explores how school leaders can help teachers break away from past practices and collaboratively embrace five essential paradigms (collaboration, instruction, content, assessment, and intervention) to successfully implement the CCSS for mathematics.

Table of Contents

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
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