Secondary Lenses on Learning Participant Book: Team Leadership for Mathematics in Middle and High Schools

Foreword - Virginia C. StimpsonAcknowledgementsAbout the AuthorsPart I. Useful ToolsSecondary Lenses on Learning Observation and Reflection Guide for a Mathematics LessonLevels of the Math-Talk Learning Community: Action Trajectories for Teacher and StudentTask Analysis GuidePart II. Session Introductions and ReadingsSession 1. What Does It Mean to Know Algebra? (Content) Readings and Focus Questions to Prepare for Session 1 (Two Homework Readings)Session 2. What Does High-Quality Instruction Look Like? (Instruction) Readings and Focus Questions to Prepare for Session 2 (Two Homework Readings) In-Session Readings for Session 2Session 3. How Can Assessment Support Learning and Instruction? (Formative Assessment) Readings and Focus Questions to Prepare for Session 3 (Two Homework Readings)Session 4. How Can We Hold High Expectations and Provide Strong Support for All Students? (Equitable Practices) Readings and Focus Questions to Prepare for Session 4 (Readings 4.1 and 4.2 for All Participants and Readings 4.3, 4.4, and 4.5 to Be Divided Among Building Team Members)Session 5. How Can Professional Development Enable Teachers to Improve Student Achievement? (Practice-Based Professional Development) Readings and Focus Questions to Prepare for Session 5 (Three Homework Readings) In-Session Readings for Session 5 Reading Option for DATA Assignment Following Session 5Session 6. How Can School Leaders Advance Their Mathematics Program Toward Success for All? (Mathematics Improvement Process) Reading and Focus Questions to Prepare for Session 6 (One Homework Reading)Part III. Team DATA Assignments (Data As a Tool for Assessing the Mathematics Program)Team DATA to Collect Between Session 1 (Content) and 2 (Instruction) Part A: Overview of DATA Assignments Between Sessions 1 and 2 Part B: Templates for Data Collection Part C: Whole Team ReflectionTeam DATA to Collect Between Session 2 (Instruction) and Session 3 (Formative Assessment) Part A: Overview of DATA

Steven R. Benson is an Associate Professor of Mathematics at Lesley University in Cambridge, Massachusetts, where he teaches a variety of mathematics content courses for traditional undergraduate students and in-service mathematics teachers. Before joining the Lesley faculty, Dr. Benson was a Research Scientist at Education Development Center, Inc., where he was involved in a wide variety of projects, most of which involved the development of curricula for mathematics students and teachers. He has also facilitated preservice and in-service teacher professional development workshops across the U.S. and internationally (including serving as consultant to the Ministry of Education in Azerbaijan), directed a research project investigating the genesis and development of mathematical talent in Mathematical Olympians, and edited the problem calendar section of the Mathematics Teacher journal published by the National Council of Teachers of Mathematics. Prior to joining the EDC staff in June 2000, he held mathematics faculty positions at St. Olaf College, Santa Clara University, University of New Hampshire, and University of Wisconsin-Oshkosh, and is currently a co-director of the Master of Science for Teachers program at the University of New Hampshire. He received his PhD from the University of Illinois, working under the direction of Leon McCulloh in algebraic number theory.