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 powerful educational ideas --
Providing well timed and special suggestions --
Establishing expert studying groups --
Fostering expert improvement --
Continuing the paintings --
Reflecting on How scholars study arithmetic --
Putting all of it jointly
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Extra resources for A guide to mathematics leadership : sequencing instructional change
Sample text
The second is collaborative engagement, working collegially as members of a team. These dimensions of engagement are critical to alignment and coherence in curriculum, referred to by Fenwick English (2000) as the “written, taught, and tested” curriculum and by Robert Marzano (2003) as the “guaranteed and viable” curriculum. The foundation for students’ opportunity to learn appropriate content is formed here. And most teachers truly want to be involved in decisions about curriculum implementation that directly affect their teaching (Short & Greer, 2002).
These three types are reinforced by research conducted by Fenwick English on the effects of alignment between written, taught, and tested curricula (English, 2000). Each of these three curricula is essential to student learning. If one of the three goes awry, then equity is challenged and the performance gap 26 • Articulating the Curriculum between student populations widens. This chapter focuses on the intended, or written, curriculum. Chapter 4 focuses on the implemented, or taught, curriculum, and Chapter 6 focuses on the attained, or tested, curriculum.
P. 14) By this notion mathematics leaders increase teachers’ personal power perception by increasing teachers’ inclusion in decision making about curriculum and instruction. One of the best research-documented structures for encouraging participation in the decision-making process and sharing power for students’ learning is collaborative teaming (Kanold, 2005; Dukewits & Gowin, 1996). Leaders should understand that team efforts are based on the emergence of teacher leadership. Although there should be flexibility within a team, teachers should be encouraged to accept leadership roles based on interest, ability, experience, and initiative.