
A Guide to Mathematics Coaching; Processes for Increasing Student Achievement
by Ted H. HullRent Textbook
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Summary
Table of Contents
List of Figures | |
Preface | |
About the Authors | |
Preparing the Foundation | |
Defining Mathematics Coaching | |
What Is a Mathematics Coach? | |
Defining Mathematics Coach | |
Identify Responsibilities | |
Identifying Characteristics | |
Dispelling Negative Images | |
Critical Points | |
Bridging From the Present to the Future | |
Goals, Procedures, and Shared Vision | |
The Present: Today's Mathematics Classrooms | |
The Future: Tomorrow's Mathematics Classrooms | |
Critical Points | |
Building Rapport With Teachers | |
How to Build Rapport | |
Coaching Scenarios | |
The Resistant Middle-Level Teacher | |
The Fearful First-Year Teacher | |
The High School Teacher Who Hid the Curriculum | |
Critical Points | |
Mathematics Coaching Model | |
Focusing on the Curriculum | |
Why Work Toward Curriculum Alignment? | |
Challenging Lessons Implement the Curriculum | |
Aligning the Curriculum | |
Critical Points | |
Implementing the Curriculum as Designed | |
Providing Prompt, Accurate Feedback | |
Basics of Collecting Data | |
Using Data to Inform Instruction | |
Understanding and Producing Benchmark Assessments | |
Critical Points | |
Planning and Co-Teaching Lessons | |
Isolation and Its Effects | |
Challenges Unique to Mathematics Coaches | |
Start With Planning | |
Entering the Classroom | |
Co-Teaching | |
Being a Valuable Resource | |
Emphasis on Inclusiveness | |
General Approaches | |
Specific Strategies | |
Critical Points | |
Making Student Thinking Visible | |
Characteristics of Visible Thinking | |
How the Traditional Model Falls Short | |
Constructing an Alternative to the Traditional Model | |
Effecting Change Over Time | |
Group Planning | |
Observation and Demonstration Teaching | |
Critical Points | |
Analyzing and Reflecting on Lessons | |
Reflection | |
Process for Analysis and Reflection | |
Structures for Reflection | |
Critical Points | |
Charting Long-Term Progress | |
Trend Data | |
Why Emphasize Trend Data? | |
Indicators of Success | |
Using Trend Data to Inform Teaching | |
Data Sources and Displays | |
Using Trend Data for Professional Development | |
Critical Points | |
Continuing the Work | |
Working Within the Education System | |
The Great Divide | |
Management Versus Leadership | |
Influence as Power | |
Understanding Everyone?s Role | |
Synergy: The Power of Groups | |
Critical Points | |
Sustaining Momentum | |
Managing Long-Term Change | |
Using C-BAM | |
Tipping Points and Breakthroughs | |
Staying Focused on What Matters | |
The Power of One | |
Resources | |
References | |
Index | |
Table of Contents provided by Ingram. All Rights Reserved. |
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