A guiding principle is a belief or ideal that defines the work of an organization and transcends changes incircumstance, leadership, or any of the other working parts of that organization. Through that lens, the fourguiding principles identified in the NCSM Essential Actions: Framework for Mathematics Leadership include clarityand focus for how to lead PK-12 mathematics. The combination of the foundational elements and the guidingprinciples provide structure for defining the role of any individual who finds themselves leading mathematicsinstructional programs in a school, district, or institute of higher education.

NCSM Essential Actions: Framework for Leadership in Mathematics Education

Mona Toncheff

National Council of Supervisors of Mathematics

This teacher guide illustrates how to sustain successful implementation of the Common Core State Standards for mathematics for high school. Discover what students should learn and how they should learn it. Comprehensive research-affirmed analysis tools and strategies will help you and your collaborative team develop and assess student demonstrations of deep conceptual understanding and procedural fluency. Benefits: 
<ul>
<li>Discover the five essential paradigm shifts necessary to implement the CCSS for mathematics. </li> <li>Receive guidance on forming and sustaining collaborative teams in a Professional Learning Community at Work™ culture. </li> <li>Develop a "less is more" content mindset: fewer standards will result in the opportunity of time needed for deeper rigor and conceptual understanding work with students.</li> <li>Gain helpful formative assessment strategies for development of student proficiency in the Standards for Mathematical Practice. </li> <li>Access dozens of tools, activities, examples, resources, and reproducibles to help teachers and teams analyze, interpret, and implement the Common Core Standards expectations for instruction and assessment. </li> <li>Examine the research-affirmed foundation of mathematics content and process standards from 1989 to 2010, and deepen your understanding of the Common Core expectations. </li>
</ul>
Contents: Chapter 1: Using High-Performing Collaborative Teams for Mathematics Chapter 2: Implementing the Common Core Standards for Mathematical Practice Chapter 3: Implementing the Common Core Mathematics Content in Your Curriculum Chapter 4: Implementing the Teaching-Assessing-Learning Cycle Chapter 5: Implementing Required Response to Intervention Epilogue: Your Mathematics Professional Development Model Appendix A: Changes in Mathematics Standards, 1989-2012 Appendix B: Standards for Mathematical Practice Appendix C: Standards for Mathematical Content, High School

Common Core Mathematics in a PLC at Work™, High School

Education & Teaching

Richard DuFour

Timothy D. Kanold

John A. Carter

Gwendolyn Zimmermann

Schools & Teaching

Solution Tree Press

In order to build and sustain a successful mathematics program, mathematics leaders need to collaboratively establish a cohesive vision for teaching and learning and put that vision into action. This book details the necessary steps mathematics leaders must take to change traditional practices; meet new curricular, instructional, and assessment challenges; and engage students, families, and community members in mathematics education.
Benefits: 
<ul>
<li>Discover the big ideas and essential understandings of the four keys of effective mathematics leadership and how the four keys connect to each other. </li> <li>Answer questions to assess mathematics leadership. </li> <li>Consider scenarios that illustrate how mathematics leaders can take the visionary leadership actions described in this book. </li> <li>Explore the relationships among district-, site-, and team-level engagement. </li> <li>Appraise the necessary steps to move mathematics leadership from vision to action. </li> <li>Use appendices that present planning templates and menus of professional development opportunities. </li>
</ul>
Contents: Foreword by Timothy D. Kanold Introduction Part I: Establish a Clear Vision for Mathematics Teaching and Learning 1. Take Stock of Your Mathematics Program s Health 2. Develop a Collaborative Vision for an Exemplary Mathematics Program 3. Establish Measures of Success Part II: Support Visionary Professional Learning for Teachers and Teacher Leaders 4. Engage Teachers in Worthwhile and Differentiated Professional Learning 5. Develop Highly Skilled and Highly Effective Mathematics Leaders 6. Build Capacity of Site-Based Administrators and District Leaders Part III: Develop Systems for Activating the Vision 7. Leverage Team Actions 8. Create and Implement Well-Designed Curriculum and Assessments 9. Monitor Consistent Expectations for Exemplary Instruction Part IV: Empower the Vision of Family and Community Engagement 10. Activate the Student Voice to Check Alignment Between Vision and Reality 11. Empower Families as Informed Advocates 12. Build and Engage a Strong Network of Partnerships Epilogue Appendix A: Vision for Teaching and Learning Mathematics Appendix B: Cognitive Demand Appendix C: Planning Template for Change Appendix D: Mathematics Professional Development Plan for a School Year

Activating the Vision: The Four Keys of Mathematics Leadership (From Team Leaders to Teachers)

Bill Barnes

Solution Tree

Part of the Every Student Can Learn Mathematics series Boost K-12 student achievement and math skills by enhancing your approach to mathematics homework and grading. This user-friendly resource is divided into two parts, each covering a key team action for mathematics in a PLC at Work™. First, you'll learn how to develop common independent practice assignments or math homework for formative student learning within a professional learning community (PLC). Then, discover how to work collaboratively to create quality equitable grading practices to help you evaluate independent practice effectiveness. The book features teacher team tools and activities to inspire student achievement and enhance grading routines as part of a formative student learning process. Learn collaborative homework and grading practices to grow your students' math skills: 
<ul>
<li>Discover how you and your colleagues can design and use mathematics homework and grading practices to produce significant improvement in student learning.</li> <li>Learn the value of common scoring agreements among educators.</li> <li>Understand and find solutions to common grading errors to ensure equity among all students.</li> <li>Implement effective grading practices that provide meaningful and actionable formative feedback to students.</li> <li>Support student engagement and ensure students persevere in their learning of mathematics problem solving.</li>
</ul>
Contents: Preface Introduction 
Part 1: Team Action 5--Develop and Use High-Quality Common Independent Practice Assignments for Formative Student Learning Chapter 1: The Purpose of High-Quality Common Independent Practice Assignments Chapter 2: Sample Independent Practice Assignments Chapter 3: Formative Routines for Improved Student Learning Chapter 4: Common Scoring and Grading Agreements for Homework Assignments Part 2: Team Action 6--Develop and Use High-Quality Common Grading Components and Formative Grading Routines Chapter 5: The Purpose and Nature of Grading in Mathematics Chapter 6: How to Create an Evaluate Quality Grading Components Chapter 7: Formative Grading Routines Chapter 8: Traditional Report Card Grades and Standards-Based Scoring Routines
 Epilogue Appendix References and Resources Index Books in the Every Student Can Learn Mathematics series: <ul>
<li>Mathematics Assessment and Intervention in a PLC at Work™</li> <li>Mathematics Instruction and Tasks in a PLC at Work™</li> <li>Mathematics Homework and Grading in a PLC at Work™</li> <li>Mathematics Coaching and Collaboration in a PLC at Work™</li>
</ul>

Mathematics Homework and Grading in a PLC at WorkTM (Math Homework and Grading Practices that Drive Student Engagement and Achievement) (Every Student Can Learn Mathematics)

Science & Math

Matthew R. Larson

Sarah Schuhl

Jessica Kanold-McIntyre

Mathematics

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: 
<ul>
<li>Build a collaborative math learning culture that engages and promotes learning for students and staff members.</li> <li>Optimize coaching and foster equity and belonging, to encourage collaboration on instruction and math assessment.</li> <li>Engage in mathematics lesson study, to help teams learn from one another and reflect on effective strategies in teaching mathematics.</li> <li>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.</li>
</ul>
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: <ul>
<li>Mathematics Assessment and Intervention in a PLC at Work™</li> <li>Mathematics Instruction and Tasks in a PLC at Work™</li> <li>Mathematics Homework and Grading in a PLC at Work™</li> <li>Mathematics Coaching and Collaboration in a PLC at Work™</li>
</ul>

Mathematics Coaching and Collaboration in a PLC at WorkTM (Leading Collaborative Learning and Teaching Teams in Math Education) (Every Student Can Learn Mathematics)

Part of the Every Student Can Learn Mathematics series Harness the power of formative assessment processes within an RTI model (MTSS) to inspire student learning in mathematics. This user-friendly resource is divided into two parts, each covering a key team action for mathematics in a PLC at Work™. First you'll learn how to develop high-quality common assessments. Then discover how to use the mathematics assessments for formative student learning and intervention. The book features unit samples for learning standards, sample unit exams, student performance trackers, and more. Improve your math assessment methods using RTI Tier 2 interventions and PLC processes as a guide: 
<ul>
<li>Explore an assessment model for writing quality common assessments.</li> <li>Utilize RTI Tier 2 intervention strategies for effectively responding to student learning.</li> <li>Make sense of the grade-level content standards and corresponding tasks.</li> <li>Learn how to write quality common unit assessments and score them accurately.</li> <li>Determine how students can reflect and set performance goals using common unit assessment results.</li> <li>Develop a Tier 2 RTI math intervention program to support student learning.</li>
</ul>
Contents: Preface Introduction 
Part 1: Team Action 1 -- Develop High-Quality Common Assessments for the Agreed-On Essential Learning Standards Chapter 1: The Purpose and Benefit of Common Mathematics Assessments Chapter 2: Quality Common Mathematics Unit Assessments Chapter 3: Sample Common Mathematics Unit Assessments and Collaborative Scoring Agreements Part 2: Team Action 2 -- Use Common Unit Assessments for Formative Student Learning and Intervention Chapter 4: Quality of Mathematics Assessment Feedback Processes Chapter 5: Team Response to Student Learning Using Tier 2 Mathematics Intervention Criteria Chapter 6: Student Action on Assessment Feedback During the Unit Epilogue References and Resources Index Books in the Every Student Can Learn Mathematics series: <ul>
<li>Mathematics Assessment and Intervention in a PLC at Work™</li> <li>Mathematics Instruction and Tasks in a PLC at Work™</li> <li>Mathematics Homework and Grading in a PLC at Work™</li> <li>Mathematics Coaching and Collaboration in a PLC at Work™</li>
</ul>

Mathematics Assessment and Intervention in a PLC at WorkTM (Research-Based Math Assessment and RTI Model (MTSS) Interventions) (Every Student Can Learn Mathematics)

Part of the Every Student Can Learn Mathematics series Improve your students' comprehension and perseverance in mathematical practices. This user-friendly book is divided into two parts, each covering a key team action for mathematics instruction in a PLC at Work™. First you'll examine high-quality research-affirmed math lesson design elements. Then you'll learn how to implement them within your math lesson routines and activities. The book features team discussion tools, sample math lesson designs, strategies for improving student discourse of mathematical concepts, online resources for instructional support, and more. Implement instructional strategies for math, in a professional learning community: 
<ul>
<li>Plan for the use of balanced rigorous mathematical practices and routines to teach each content standard during core mathematics instruction. </li> <li>Identify mathematics content standards students must learn in a unit and the appropriate math activities and tasks needed to develop understanding, application, and fluency progressions of mathematical concepts. </li> <li>Understand the importance of communicating the why of mathematical skills and essential learning standards to students.</li> <li>Implement instructional strategies for math that ensure the formative learning of all students during lessons.</li>
</ul>
Contents: Introduction 
Part I: Team Action 1: Develop High-Quality, Essential, and Balanced Lesson-Design Elements Chapter 1: Essential Learning Standards: The Why of the Lesson Chapter 2: Prior-Knowledge Warm-Up Activities Chapter 3: Academic Language Vocabulary as Part of Instruction Chapter 4: Lower- and Higher-Level Cognitive Demand Mathematical Task Balance Chapter 5: Whole-Group and Small-Group Discourse Balance Chapter 6: Lesson Closure for Evidence of Learning Chapter 7: Mathematics Lesson-Design Tool Part II: Use Lesson Design Elements to Provide Formative Feedback and Foster Student Perseverance Chapter 8: Essential Learning Standards and Prior Knowledge Warm-Up Activities Chapter 9: Using Vocabulary as Part of Instruction Chapter 10: Implementing Mathematical Task and Discourse Balance Chapter 11: Using Lesson Closure for Evidence of Learning Chapter 12: Responding to Lesson Progress With High-Quality Tier 1 Mathematics Intervention Epilogue Appendix A References and Resources Index Books in the Every Student Can Learn Mathematics series: 
<ul>
<li>Mathematics Assessment and Intervention in a PLC at Work™</li> <li>Mathematics Instruction and Tasks in a PLC at Work™</li> <li>Mathematics Homework and Grading in a PLC at Work™</li> <li>Mathematics Coaching and Collaboration in a PLC at Work™</li>
</ul>

Mathematics Instruction and Tasks in a PLC at WorkTM (Develop Standards-Based Mathematical Practices and Math Curriculum in Your Professional Learning Community) (Every Student Can Learn Mathematics)

Build collaborative teacher teams committed to fostering student self-efficacy and increasing achievement in mathematics. Part of the Every Student Can Learn Mathematics series, this practical resource provides a framework for collectively planning a unit of study in grades 3-5. Grade-level teams will learn how to work together to perform key tasks--from unwrapping standards and creating team unit calendars to determining academic vocabulary and designing robust fraction units. Help your team identify what students need to know by the end of each unit and build student self-efficacy: <ul> <li>Understand how to collaboratively plan thematic units in grades 3-5.</li> <li>Study the seven unit-planning elements and learn how to incorporate each in essential unit design.</li> <li>Review the role of the PLC at Work® process in enhancing collaborative student learning and teacher collaboration.</li> <li>Observe three model fraction units, one for each grade level.</li> <li>Receive tools and templates for effective unit planning.</li> </ul> Contents: Introduction by Timothy D. Kanold Part 1: Mathematics Unit Planning and Design Elements Chapter 1: Planning for Student Learning of Mathematics in Grades 3-5 Chapter 2: Unit Planning as a Collaborative Mathematics Team Part 2: Fraction Unit Examples, Grades 3-5 Chapter 3: Grade 3 Unit--Fraction Understanding Chapter 4: Grade 4 Unit--Fraction Equivalence, Addition, and Subtraction Chapter 5: Grade 5 Unit--Fraction Addition and Subtraction Epilogue: Mathematics Team Organization Appendix A: Create a Proficiency Map Appendix B: Checklist and Questions for Mathematics Unit Planning References and Resources

Mathematics Unit Planning in a PLC at Work®, Grades 3-5 (A guide to collaborative teaching and mathematics lesson planning to increase student understanding and expected learning outcomes.)

Jennifer Deinhart

This second edition of Mathematics Assessment and Intervention in a PLC at Work® by Sarah Schuhl, Timothy D. Kanold, Mona Toncheff, Bill Barnes, Jessica Kanold-Mclntyre, Matthew R. Larson, and Georgina Rivera explores developing common assessments and successfully implementing them within the mathematics classroom. Part of the Every Student Can Learn Mathematics series, it offers a comprehensive professional learning community (PLC) approach to sustaining deep change in mathematics success. The PLC at Work process is one of the best models that schools or districts can use to build a more equitable learning experience for students. Utilizing the four critical questions of a PLC, teams will provide every mathematics student with common learning experiences, opportunities for sustained perseverance, and robust formative feedback. This book offers two key team actions for success from the Mathematics at Work&trade; framework, guiding teachers to (1) develop high-quality common assessments and (2) analyze and use them for formative student learning and intervention. This second edition features updated tools and additional resources, such as new tasks, common assessments, self-assessment examples for student reflection, revised rubrics, and proficiency scales. PreK-12 mathematics teachers will: Reflect on current practices and routines, refine practices based on high-quality and research-affirmed criteria, and act by improving on current practices and routines, Collaborate within teacher teams to create assessments that target essential learning standards and drive positive intervention results, Make sense of grade-level content standards and assessment tasks, Help students set goals before, during, and after unit assessments, Develop a mathematics intervention program to support student learning, Learn how to give students constructive feedback to ensure their learning and inspire engagement, and how to incorporate opportunities for student self-reflection throughout a unit

Mathematics Assessment and Intervention in a PLC at Work®, Second Edition (Develop research-based mathematics assessment and RTI model (MTSS) interventions in your PLC)

Georgina Rivera

This second edition of Mathematics Instruction and Tasks in a PLC at Work® by Mona Toncheff, Timothy D. Kanold, Sarah Schuhl, Bill Barnes, Jennifer Deinhart, Jessica Kanold-McIntyre, and Matthew R. Larson provides guidance for mathematics teachers to reflect on current lesson-design practices, compare those practices against high-quality standards of mathematics lesson design, and develop and use effective lessons that engage students within the mathematics classroom. Part of the Every Student Can Learn Mathematics series, it offers a comprehensive professional learning community (PLC) approach to sustaining deep change in mathematics success. The PLC at Work process is one of the best models that schools or districts can use to build a more equitable learning experience for students. Utilizing the four critical questions of a PLC, teams will provide every mathematics student with common learning experiences, opportunities for sustained perseverance, and robust formative feedback. This book offers two key team actions for success from the Mathematics at Work&trade; framework, guiding teachers to (1) develop high-quality mathematics lessons for daily instruction and (2) analyze and use effective lesson-design elements to provide formative feedback and build student perseverance. This second edition features updated tools and additional resources, such as new tasks, common assessments, self-assessment examples for student reflection, revised rubrics, and proficiency scales. PreK-12 mathematics teachers will: Reflect on current practices and routines, refine practices based on high-quality and research-affirmed criteria, and act by improving on current practices and routines, Learn the six essential lesson-design elements, Understand the importance of communicating the why of mathematical skills and essential learning standards to students, Collaborate within teacher teams to design effective instruction, Find new and revised essential tools to establish an equitable learning environment

Mathematics Instruction and Tasks in a PLC at Work®, Second Edition (Develop a standards-based curriculum for teaching student-centered mathematics.)

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Books by Mona Toncheff