Full Description
Mathematics Coaching Handbook gives mathematics coaches and teacher leaders solid background information and hands-on tools for supporting their efforts to help K-12 teachers effectively teach mathematics in today's diverse classrooms. With its focus on coaching and an actual coaching cycle-planning, data gathering, and reflection-coupled with over 100 ready to use tools for a variety of settings, it's the perfect resource for busy and sometimes isolated teacher leaders. By connecting the Leading for Mathematical Proficiency (LMP) Framework to mathematics teaching practices and the CCSS Mathematical Practices, the authors specifically illustrate how to improve math teaching to promote student understanding and mathematics proficiency.
Contents
PrefaceTHE FOUNDATION - COACHING Chapter 1. Coaching Framework and Process Leading For Mathematical Proficiency Standards for Mathematical Practice Shifts in Classroom Practice Leading for Mathematics Proficiency Framework Coaching Cycle Building Trust Establishing Rapport Listening Paraphrasing Posing Questions Online Coaching Resources Chapter 2. Implementing the Standards and Shifts CHAPTER OVERVIEW Framing the Topic Coaching Considerations Coaching Questions Links to Related Resources COACHING CYCLE TOOLS 2.1Planning Tool: Standards for Mathematical Practice 2.2 Planning Tool: Shifts in Classroom Practice 2.3 Planning Tool: NCTM Process Standards 2.4 Planning Tool: Exemplary Instruction 2.5Planning Tool: Seven Essential Planning Questions 2.6Planning Tool: Lesson Plan Template 2.7 Data Gathering Tool: Standards for Mathematical Practice "Look-Fors" 2.8 Data Gathering Tool: Shifts in Classroom Practice 2.9 Data Gathering Tool: Effective Teaching 2.10 Reflection Tool: Standards for Mathematical Practice 2.11 Reflection Tool: Shifts in Classroom Practice 2.12 Reflection Tool: Teaching and Learning SECTION III: BUILDING CAPACITY - TEACHING SKILLS Chapter 3. Content Knowledge and Worthwhile Tasks CHAPTER OVERVIEW Framing the Topic Examining the Standards for Mathematical Practice Mapping to Shifts in Classroom Practice Coaching Considerations Coaching Questions Links to Related Resources COACHING CYCLE TOOLS 3.1 Planning Tool: Content and Worthwhile Tasks Discussion Prompts 3.2 Planning Tool: P.I.C.S. Page 3.3 Planning Tool: Multiple Algebraic Representations Card (The MARC) 3.4 Planning Tool: Analyzing Level of Cognitive Demand 3.5 Planning Tool: Selecting a Worthwhile Task 3.6 Planning Tool: Worthwhile Task Analysis 3.7 Data Gathering Tool: Strands of Mathematical Proficiency 3.8 Data Gathering Tool: P.I.C.S. (for Data Gathering) 3.9 Data Gathering Tool: Levels of Cognitive Demand 3.10 Data Gathering Tool: Questioning 3.11 Reflection Tool: Lesson Analysis 3.12 Reflection Tool: Evidence of Mathematical Proficiency 3.13 Reflection Tool: Implementing a Worthwhile Task 3.14 Reflection Tool: Student Understanding Chapter 4. Instructional Strategies CHAPTER OVERVIEW Framing the Topic Examining the Standards for Mathematical Practice Mapping to Shifts in Classroom Practice Coaching Considerations Coaching Questions Links to Related Resources COACHING CYCLE TOOLS 4.1 Planning Tool: Instructional Strategies Discussion Prompts 4.2 Planning Tool: Planning for Instructional Strategies 4.3 Planning Tool: Cooperative Groups 4.4 Planning Tool: Building Perseverance 4.5 Data Gathering Tool: Instructional Strategies 4.6 Data Gathering Tool: Building Perseverance 4.7 Data Gathering Tool: Cooperative Groups 4.8 Data Gathering Tool: Supporting the Mathematical Practices 4.9 Reflection Tool: Instructional Strategies Discussion Prompts 4.10 Reflection Tool: Instructional Strategies Reflection 4.11 Reflection Tool: Building Perseverance 4.12 Reflection Tool: Structuring Cooperative Groups 4.13 Reflection Tool: Analyzing learning in Cooperative Groups Chapter 5. Questioning and Discourse CHAPTER OVERVIEW Framing the Topic Examining the Standards for Mathematical Practice Mapping to Shifts in Classroom Practice Coaching Considerations Coaching Questions Links to Related Resources COACHING CYCLE TOOLS 5.1 Planning Tool: Discussion Prompts for Questions and Discourse 5.2 Planning Tool: Higher-Level Thinking Questions 5.3 Planning Tool: Five Principles for Effective Questioning 5.4 Data Gathering Tool: Bloom's Taxonomy and Mathematics Knowledge, Version A 5.5 Data Gathering Tool: Bloom's Taxonomy and Mathematics Knowledge, Version B 5.6 Data Gathering Tool: Questioning Patterns 5.7 Data Gathering Tool: Wait Time 5.8 Data Gathering Tool: Talk Moves 5.9 Reflection Tool: Discussion Prompts for Questions and Discourse 5.10 Reflection Tool: Bloom's Taxonomy and Mathematics Knowledge, Version A 5.11 Reflection Tool: Bloom's Taxonomy and Mathematics Knowledge, Version B Chapter 6. Formative Assessment CHAPTER OVERVIEW Framing the Topic Examining the Standards for Mathematical Practice Mapping to Shifts in Classroom Practice Coaching Considerations Coaching Questions Links to Related Resources COACHING CYCLE TOOLS 6.1 Planning Tool: Formative Assessment Discussion Prompts 6.2 Planning Tool: Questioning Planning Tool 6.3 Planning Tool: Collecting Anecdotal Evidence 6.4 Planning Tool: Five "Key Strategies" for Formative Assessment 6.5 Planning Tool: Using Rubrics for Formative Assessment 6.6 Data Gathering Tool: Collecting Anecdotal Evidence 6.7 Data Gathering Tool: Observing Students' Thinking 6.8 Data Gathering Tool: Five "Key Strategies" for Formative Assessment 6.9 Reflection Tool: Formative Assessment Discussion Prompts 6.10 Reflection Tool: Collecting Anecdotal Evidence 6.11 Reflection Tool: Observing Students' Thinking 6.12 Reflection Tool: Five "Key Strategies" for Formative Assessment 6.13 Reflection Tool: Using Rubrics for Formative Assessment Chapter 7. Analyzing Student Work CHAPTER OVERVIEW Framing the Topic Examining the Standards for Mathematical Practice Mapping to Shifts in Classroom Practice Coaching Considerations Coaching Questions Links to Related Resources COACHING CYCLE TOOLS 7.1 Planning Tool: Analyzing Student Thinking Discussion Prompts 7.2 Planning Tool: One Day/Many Artifacts 7.3 Planning Tool: One Student (or Team) 7.4 Data Gathering Tool: Implementation of a Task 7.5 Data Gathering Tool: One Student 7.6 Data Gathering Tool: Livescribe Interview 7.7 Reflection Tool: Analyzing One Student's Work 7.8 Reflection Tool: Livescribe Analysis 7.9 Reflection Tool: Student Error Analysis 7.10 Reflection Tool: Reflecting on Anecdotal Notes Chapter 8. Differentiating Instruction for All Learners CHAPTER OVERVIEW Framing the Topic Examining the Standards for Mathematical Practice Mapping to Shifts in Classroom Practice Coaching Considerations Coaching Questions Links to Related Resources COACHING CYCLE TOOLS 8.1. Planning Tool: Discussion Prompts - Differentiated Instruction 8.2. Planning Tool: Student Diversity 8.3. Planning Tool: Meeting Individual Needs 8.4. Planning Tool: Different Ways to Differentiate a Lesson 8.5. Data Gathering Tool: Productive Classroom Culture 8.6. Data Gathering Tool: One Student's Experience 8.7. Data Gathering Tool: Focus on Five 8.8. Data Gathering Tool: Differentiating Instruction 8.9. Reflection Tool: Establishing a Productive Mathematics Community 8.10. Reflection Tool: One Child's Experience 8.11. Reflection Tool: Focus on Five 8.12. Reflection Tool: Meeting the Needs of All Learners Chapter 9. Supporting English Language Learners CHAPTER OVERVIEW Framing the Topic Examining the Standards for Mathematical Practice Mapping to Shifts in Classroom Practice Coaching Considerations Coaching Questions Links to Related Resources COACHING CYCLE TOOLS 9.1 Planning Tool: Discussion Prompts - English Language Learners 9.2 Planning Tool: Reflective Questions - Culturally Responsive Instruction 9.3 Planning Tool: Select Appropriate Accommodations 9.4 Planning Tool: Accommodations for English Language Learners 9.5 Planning Tool: Diagnostic Interview for ELLs 9.6 Data Gathering Tool: Culturally Responsive Instruction 9.7 Data Gathering Tool: Accommodations for English Language Learners 9.8 Data Gathering Tool: Student Participation in Discourse 9.9 Reflection Tool: Culturally Responsive Instruction 9.10 Reflection Tool: Accommodations for ELLs 9.11 Reflection Tool: Diagnostic Interview for ELLs Chapter 10. Supporting Students with Special Needs CHAPTER OVERVIEW Framing the Topic Examining the Standards for Mathematical Practice Mapping to Shifts in Classroom Practice Coaching Considerations Coaching Questions Links to Related Resources COACHING CYCLE TOOLS 10.1. Planning Tool: Discussion Prompts - Students with Special Needs 10.2. Planning Tool: Organizational, Behavioral, & Cognitive Considerations 10.3. Planning Tool: Removing Barriers, Infusing Structures 10.4. Planning Tool: Designing Diagnostic Interviews 10.5. Planning Tool: Data Gathering Tool: Explicit Instruction: Focus on Making Connections 10.6. Data Gathering Tool: Addressing Organizational, Behavioral, and Cognitive Skills 10.7. Reflection Tool: Focus on Explicit Instruction 10.8. Reflection Tool: Meeting the Needs of MyStudents with Special Needs SECTION III: SUPPORT FOR THE COACH Chapter 11. Designing Professional Development CHAPTER OVERVIEW Framing the Topic Tips for Planning Professional Development Links to Related Resources Coaching Tools 11.1 Professional Development Planning Considerations 11.2 Professional Development Single Event Planning Guide 11.3 Event Design 11.4 Knowledge, Attitudes, Skills, Aspirations, & Beliefs (KASAB) 11.5 Evaluating Professional Development Chapter 12. Working with Professional Learning Communities CHAPTER OVERVIEW Framing the Topic Tips for Working with Professional Learning Communities Links to Related Resources Coaching Tools 12.1 Evaluating the Norms of Collaboration 12.2 Adult Learning Theory 12.3 Monitoring the Work of the PLC 12.4 Student Work Analysis Protocol, Example 1 12.5 Student Work Analysis Protocol, Example 2 12.6 Classroom-Focused Improvement Process (CFIP) At-a-Glance 12.7 CFIP Reflection Questions Chapter 13. Working with a Range of Teachers CHAPTER OVERVIEW Framing the Topic Tips for Planning Professional Development Links to Related Resources Coaching Tools 13.1 Getting to Know You 13.2 Supporting the Beginning Teacher 13.3 Concerns-Based Adoption Model
