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A guide to mathematics leadership : sequencing instructional by Don S. Balka, Ted H. (Henry) Hull, Ruth Harbin Miles

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 potent tutorial thoughts --
Providing well timed and specific suggestions --
Establishing specialist studying groups --
Fostering specialist improvement --
Continuing the paintings --
Reflecting on How scholars examine arithmetic --
Putting all of it jointly

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Extra info for A guide to mathematics leadership : sequencing instructional change

Sample text

For purposes of this book, curriculum is a district-developed document that translates national, state, and local standards into an organized, developmental plan of learning objectives tied to accompanying materials for student use (programs, texts, other resources) and lesson designs for teachers to use. How well a curriculum addresses these components, aligns to the state standards, assists teachers and students in identifying mathematics concepts, and provides well-designed lessons determines the strength of the curriculum.

The timeline also is used as a guideline for common assessments that the district will administer. With this information as a starting point, mathematics leaders need to initiate conversations with teachers to affirm agreement on definitions and purposes of this part of a curriculum document. In developing a scope the mathematics teams start with the stateidentified content for a particular course or grade. The foundation includes only minimum requirements. For each objective the team needs to decide if the objective is to be introduced, mastered, or reviewed.

In developing a scope the mathematics teams start with the stateidentified content for a particular course or grade. The foundation includes only minimum requirements. For each objective the team needs to decide if the objective is to be introduced, mastered, or reviewed. Team members then organize objectives by clusters of related objectives around mathematical concepts. Skills are attached to objectives that provide an opportunity for application. For instance, recognizing halves and fourths might be combined with lessons on measurement.

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