By Cathy L. Seeley
Cathy L. Seeley, former president of the nationwide Council of lecturers of arithmetic, turns the highlight on administrative leaders who're trying to enhance their math courses, delivering an outline of what an efficient application seems like and examples of activities to take to accomplish that target. Building a Math-Positive Culture addresses the next topics:
- The 3 parts worthwhile for a profitable math program.
- How to acknowledge, help, and evaluation potent teachers.
- Steps to take to maneuver from grand principles to concrete results.
- How to method stumbling blocks to attaining your goal.
Along with the significant other publication for lecturers Making experience of Math, this e-book is a necessary software for leaders dealing with the serious activity of revising their math application to improve versatile mathematical thinkers in a position to meet the calls for of the twenty first century.
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Additional info for Building a Math-Positive Culture: How to Support Great Math Teaching in Your School
2006). The mathematics program improvement review: A comprehensive evaluation process for K–12 schools. Alexandria, VA: ASCD. Wisconsin Center for Education Research. (2015). Surveys of enacted curriculum. htm Resources on Facilitating Change Benson, J. (2015). 10 steps to managing change in schools: How do we take initiatives from goals to actions? (ASCD Arias) Alexandria, VA: ASCD. Fullan, M. (2007). Leading in a culture of change. San Francisco: Jossey-Bass. Hall, G. , & Hord, S. M. (2014).
2014a). Principles to actions: Ensuring mathematical success for all. Reston, VA: Author. National Council of Teachers of Mathematics. (2014b). Procedural fluency in mathematics. Position statement. Reston, VA: Author. National Council of Teachers of Mathematics & Council for the Accreditation of Educator Preparation. (2012). NCTM CAEP standards (2012). , & Saunders, M. ). (2008). Beyond tracking: Multiple pathways to college, career, and civic participation. Cambridge, MA: Harvard Education Press.
Beyond that, it may be helpful to rely on using what we know about how people deal with change, such as the Stages of Concern from the Concerns-Based Adoption Model, to determine how to best support teachers in ways they recognize and appreciate. There may be times when it’s best not to focus on the few teachers who are resisting, and instead invest in and celebrate the accomplishments of those who are fully engaged. Sometimes their energy will overcome their colleagues’ resistance. In extreme cases of resistance or refusal to do what is expected, it may be necessary to encourage a teacher to look for a more suitable school.
Building a Math-Positive Culture: How to Support Great Math Teaching in Your School by Cathy L. Seeley