Math in Practice Administrator Pack

A Guide for Administrators

Introduction

What Constitutes an Outstanding Math Program?

How to Get There: This Book and Math in Practice

Chapter 1 Leading a Math Program

• Who Leads the Math Program?
• Leading for Change
• The Big Decisions

Chapter 2 Gathering Insights About Math Teaching Through Observation

• How Do You Know a Good Math Lesson When You See It?
• How Can We Support Teachers to Meet These Expectations?

Chapter 3 Analyzing Data and Student Work to Gain Insights

• About Teaching and Learning
• Analyzing Testing Data
• Analyzing Students’ Work

Chapter 4 Professional Learning to Enhance Math Teaching and Learning

• Characteristics of High-Quality Professional Learning
• Exploring Professional Learning Options
• Planning for Professional Learning

Chapter 5 Parents as Partners

• What Parents Need to Hear from Us
• How We Can Help: Fostering Parent Relationships
• Frequently Asked Questions
• Resources for Parent Programs

Principles, standards, research, and position statements in recent years have helped us craft a new vision of elementary mathematics. As we consider the content we teach, the need to make math accessible to all students, and the need for research-driven instructional strategies, we restructure not only our personal views about math but the composition of the elementary math program.

Our challenge as leaders is to determine what changes need to be made in order to better align our schools and districts with this new vision of elementary mathematics. Each school or district is in a different place in this transition, from past practices and beliefs to a new vision. For some, the transition is already happening, and the goal is to maintain the momentum and guide the change, while for others the goal may be to get the transition started.

Many people believe they are not “math people.” This attitude often stems from experiences early in their math education. Too often, we think of math as something that is only for experts, or a special few, where in fact it is a rich and valuable subject that can and should be accessible to everyone. The belief that only some people can succeed at mathematics impacts equity in our programs and promotes achievement gaps within our students. If we truly believe that all people can and should learn mathematics at a deep level, our role as teachers changes to include attention to varied learning formats to meet all students’ needs, reliance on formative assessment to determine students’ needs, and a focus on identifying effective strategies for reteaching and intervention. We must shift our focus to the learner rather than simply disseminate information.

We have known for a number of years that we have to change the way math is taught, yet that change is happening very slowly. How do we lead that change within our school or district? What can we do to enhance math learning and support our teachers to embrace and sustain meaningful change?

Through reflection about what we teach, who we teach, and how we teach, we are challenged to expand our notions about elementary school mathematics and embrace a new vision for math teaching. As our teachers expand their teaching practices, build positive dispositions about math, and examine critical math content and processes, they become more skilled and confident as teachers of mathematics. As we examine our program decisions about our elementary school math programs and open our minds to new ways to structure math classrooms, we move our schools closer to the vision of what a math classroom should be. 

—From the Introduction

• View Sampler
• Watch the Math in Practice Webinar
• View six Sample Modules
• View crosswalks with popular math programs

“These materials are like Reading Strategies for math! My only complaint: Where was this when I was a classroom teacher?”

—Jennifer Serravallo, author of The Reading Strategies Book

“What a wonderful resource! Sue has written a great primer on what we need to know and be able to do in our elementary classrooms to be far more effective teachers of mathematics. What more could a teacher of K-5 math ask for?”

—Steve Leinwand, American Institutes for Research, author of Accessible Mathematics

“The pages of Math in Practice ring with a student-centered, teacher-empowering heart. Sue, as a friendly and knowledgeable mentor, models differentiated approaches for truly understanding key grade-level mathematical concepts. You then leave each section feeling empowered to do the same for students.”

—Chris Lehman, Founding Director of The Education Collaborative, coauthor of Falling in Love with Close Reading

“What a resource! The tone of each module in every grade-level book is helpful, supportive, and should make any teacher feel it was written for them. They are that helpful.”

—Francis (Skip) Fennell, L. Stanley Bowlsbey Professor of Education Emeritus, McDaniel College, Past President of NCTM

 

Seminars

• Math by the Book: Teaching Mathematics Through Children's Literature
• Math in Practice: Tips, Tools, and Resources for Building Math Understanding
• Putting the Practices Into Action: Implementing the Common Core Standards for Mathematical Practice
• Mastering the Basic Math Facts

Speakers

• Invite Susan O'Connell, Consulting Author to speak at your school, district, or conference through Heinemann Speakers.

Email planningservices@heinemann.com if you would like to contact Susan O'Connell directly about professional development support.

Seminars

• Putting the Practices Into Action: Implementing the Common Core Standards for Mathematical Practice
• Mastering the Basic Math Facts

Email planningservices@heinemann.com if you would like to contact John SanGiovanni directly about professional development support.