"When coaches and teachers interact equally as partners, good things happen."- Jim Knight, EL Oct 2011

The resources listed below focus on the **Successful Coaching** - Successful Coaching is relationship dependent. In this section, you will find coaching resources in the form of books, articles, and tools.

# Books

The books listed below focus on Successful Coaching.

- Click on a BOOK TITLE below to see a 1- or 2-page description and recommendations for how the resource can be used to develop one or more of the three stages of leadership outlined in The PRIME Leadership Framework: Principles and Indicators for Mathematics Education Leaders.

Author | Title | Year/ISBN | Publisher |

Kee, K., Anderson, K., Dearing, V., Harris, E. and Shuster, F. | RESULTS Coaching: The New Essential for School Leaders | 2010 | Corwin Press |

Barkley, S.G. | Quality Teaching in a Culture of Coaching | 2005 | Rowman & Littlefield |

Cheliotes, L.G. and Reilly, M.F. | Coaching Conversations: Transforming Your School One Conversation at a Time | 2010 | Corwin Press |

Felux, C. & Snowdy, P. (Editors) | The Math Coach Field Guide | 2006 | Math Solutions Publications |

Hansen, P.H. | Mathematics Coaching Handbook: Working with Teachers to Improve Instruction | 2009 | Eye On Education |

Morse, A. | Cultivating a Math Coaching Practice: A Guide for K-8 Math Educators | 2009 | Corwin Press |

West, L. and Staub, F. | Content-Focused Coaching: Transforming Mathematics Lessons | 2003 | Heinemann |

Woleck, K.R. | Moments in Mathematics Coaching: Improving K–5 Instruction | 2010 | Corwin Press |

# Articles

The articles listed below focus on Successful Coaching.

- Click on an ARTICLE TITLE below to see a 1- or 2-page description and recommendations for how the resource can be used to develop one or more of the three stages of leadership outlined in The PRIME Leadership Framework: Principles and Indicators for Mathematics Education Leaders.
- Click on the JOURNAL TITLE below to link to an electronic copy of the article itself. (when available)

Author | Title | Journal/Year | Volume | Publisher |

Anderson, M.S. | "Growing Teacher Leaders for the Classroom" | NCSM Journal Fall/Winter 2005-2006 | Vol. 8 No. 2 | NCSM |

Killion, J. | "Are You Coaching Heavy or Light?" | Teachers Teaching Teachers 2008 | Vol. 3 No. 8 | National Staff Development Council |

Saphier, J. and West, L. | "How Coaches Can Maximize Learning" | Kappan 2010 | Vol. 91 No. 4 | Phi Delta Kappa |

# Tools

The tools listed below focus on Successful Coaching.

- Click on the TOOL TITLE below to see a 1- or 2-page description and recommendations for how the resource can be used to develop one or more of the three stages of leadership outlined in The PRIME Leadership Framework: Principles and Indicators for Mathematics Education Leaders.
- Click on the phrase CLICK FOR TOOL at the end of the description below to link to an electronic copy of the tool itself.

Title | Description | Grade | Source |

Pre-Conference Strategies | These are guiding questions to frame initial coaching conversations. Click for Tool | K-12 | SVMI– David Foster |

Post-Conference Strategies | These are guiding questions to frame post-conference coaching conversations. Click for Tool | K-12 | SVMI– David Foster |

Observation Guide | The Silicon Valley Mathematics Initiative (SMVI) Observation Guide is a coaching tool which draws heavily on the vision of mathematics teaching portrayed in the SVMI mathematics teacher’s rubric. The guide is useful to help focus classroom observations and guide pre and post conference discussions. Click for Tool | K-12 | SVMI– David Foster |

District Math Program Rubric | This self-evaluation rubric provides a process for a school district to observe and to self-evaluate its progress in improving mathematics instruction. This instrument will provide information to assist a district analyze the effectiveness its mathematics instructional program. Click for Tool | K-12 | The Noyce Foundation and SVMI |

"The art and science of coaching begin when schools, coaches (and math specialists) empower and motivate teachers by giving them more responsibility, providing them choices, and enhancing their self-esteem. Creating the conditions necessary for a productive atmosphere helps coaches determine the aptitude of teachers by recognizing their talents and by employing targeted strategies to help teachers develop their skills."- Guide to Mathematics Coaching: Processes for Increasing Student Achievement

Hull, Balka, and Harbin Miles (2009)

"...improvement in mathematics achievement over a sustained period requires addressing equity with the same rigor and intensity as dedicated to the improvement of curriculum, instruction, and assessment.- NCSM PRIME Leadership Framework, 2008

The resources listed below focus on the **PRIME Principle 1: Equity** - Ensuring high quality mathematics learning for every student. In this section, you will find equity resources in the form of books, articles, and tools.

# Books

The books listed below focus on Equity Leadership.

- Click on a BOOK TITLE below to see a 1- or 2-page description and recommendations for how the resource can be used to develop one or more of the three stages of leadership outlined in The PRIME Leadership Framework: Principles and Indicators for Mathematics Education Leaders.

# Tools

The tools listed below focus on Equity Leadership.

- Click on the TOOL TITLE below to see a 1- or 2-page description and recommendations for how the resource can be used to develop one or more of the three stages of leadership outlined in The PRIME Leadership Framework: Principles and Indicators for Mathematics Education Leaders.
- Click on the phrase CLICK FOR TOOL at the end of the description below to link to an electronic copy of the tool itself.

Title | Description | Grade | Source |

The Mathematics Teaching Rubric | The rubric shows to six areas related to effective teaching. Each area is provided four levels of proficiency. Click for Tool | K-12 | The Noyce Foundation and SVMI |

Self-Assessment Inventory: Inquiry-Based Teaching | The Self-Assessment inventory describes the characteristics of an inquiry-based teacher. The inventory creates opportunities for reflection and robust discussion regarding reformed teaching. Click for Tool | K-12 | ACEPT |

Formative Assessment: Analysis of Student Work Protocol | This protocol provides structure for beginning conversations on creating equitable assessments, grading practices, mathematical gaps, and interventions. Click for Tool | K-12 | NCSM |

We believe inequities caused by lack of student access to mathematical knowledge and access to the opportunity to learn this mathematics knowledge must be addressed using a systematic process."- NCSM PRIME Leadership Framework, 2008

"Coaches use a variety of professional development procedures to encourage widespread, high-quality implementation of effective teaching practices."- Marsha C. McCrary, 2011

The resources listed below focus on the **PRIME Principle 2: Teaching and Learning** - Ensuring high expectations and access to meaningful mathematics every day. In this section, you will find teaching and learning resources in the form of information on suggested books, articles, and tools.

# Books

The books listed below focus on Teaching & Learning.

- Click on a BOOK TITLE below to see a 1- or 2-page description and recommendations for how the resource can be used to develop one or more of the three stages of leadership outlined in The PRIME Leadership Framework: Principles and Indicators for Mathematics Education Leaders.

# Articles

The articles listed below focus on Teaching & Learning.

- Click on an ARTICLE TITLE below to see a 1- or 2-page description and recommendations for how the resource can be used to develop one or more of the three stages of leadership outlined in The PRIME Leadership Framework: Principles and Indicators for Mathematics Education Leaders.
- Click on the JOURNAL TITLE below to link to an electronic copy of the article itself. (when available)

Author | Title | Journal/Year | Volume | Publisher |

Charles, R. | "Big Ideas and Understandings as the Foundation for Elementary and Middle School Mathematics" | NCSM Journal Spring/ Summer 2005 | Vol. 8 No. 1 | NCSM |

Reinhart, S | "Never Say Anything a Kid Can Say" | Mathematics Teaching in the Middle School 2000 | Vol. 5 No. 8 | NCTM |

Smith M., Hughes, E., Engle, R., and Stein, M. K. | "Orchestrating Classroom Discussions" | Mathematics Teaching in the Middle School 2009 | Vol. 14 No. 9 | NCTM |

# Tools

The tools listed below focus on Teaching & Learning.

- Click on the TOOL TITLE below to see a 1- or 2-page description and recommendations for how the resource can be used to develop one or more of the three stages of leadership outlined in The PRIME Leadership Framework: Principles and Indicators for Mathematics Education Leaders.
- Click on the phrase CLICK FOR TOOL at the end of the description below to link to an electronic copy of the tool itself.

Title | Description | Grade | Source |

Buttons Task | Coaches and teachers can explore both the language of the Standards for Mathematical Practice and sample tasks from the national assessment projects as contexts through which they can consider the implications that the practices will have on their classrooms and students. Click for Tool | 3-8 | Inside Mathematics |

Pre-Conference Strategies | These are guiding questions to frame initial coaching conversations. Click for Tool | K-12 | SVMI– David Foster |

Post-Conference Strategies | These are guiding questions to frame post-conference coaching conversations. Click for Tool | K-12 | SVMI– David Foster |

Observation Guide | The Silicon Valley Mathematics Initiative (SMVI) Observation Guide is a coaching tool which draws heavily on the vision of mathematics teaching portrayed in the SVMI mathematics teacher’s rubric. The guide is useful to help focus classroom observations and guide pre and post conference discussions. Click for Tool | K-12 | SVMI– David Foster |

The Mathematics Teaching Rubric | The rubric shows to six areas related to effective teaching. Each area is provided four levels of proficiency. Click for Tool | K-12 | The Noyce Foundation and SVMI |

Self-Assessment Inventory: Inquiry-Based Teaching | The Self-Assessment inventory describes the characteristics of an inquiry-based teacher. The inventory creates opportunities for reflection and robust discussion regarding reformed teaching. Click for Tool | K-12 | ACEPT |

NCSM Great Tasks for Mathematics | NCSM Great Tasks are a collection of tasks to support implementation of the CCSS. Click for Tool | K-12 | NCSM |

"In order to promote and support changes in classroom practice that ensure all students have access to the best mathematics instruction available, teachers and leaders in mathematics need a strong school and district support system for intensive and sustained professional learning."- NCSM PRIME Leadership Framework, 2008

"Leadership of the curriculum in mathematics also requires the leader to provide a clear path that ensures the intended curriculum is implemented and subsequently is the learned curriculum for every child."- The PRIME Leadership Framework: Principles and Indicators for Mathematics Education Leaders, 2008

The resources listed below focus on the **PRIME Principle 3: Curriculum Leadership** - Ensuring relevant and meaningful mathematics in every lesson. In this section, you will find curriculum resources in the form of books, articles, and tools.

# Books

The books listed below focus on Curriculum Leadership.

Author | Title | Year/ISBN | Publisher |

Blanton, M., Levi, L., Crites, T., Dougherty, B. and Zbiek, R.M. | Developing Essential Understanding of Algebraic Thinking Grades 3-5 | 2011 | NCTM |

Chapin, S.H. and Johnson, A. | Math Matters: Grades K-8, Understanding the Math You Teach | 2006 | Math Solutions Publications |

Clarke, C., Fisher, W., Marks, R., Ross, S. and Zbiek, R.M. | Developing Essential Understanding of Rational Numbers in Grades 3-5 | 2010 | NCTM |

Dick, T.P. and Hollebrands, K.F. | Focus in High School Mathematics: Technology to Support Reasoning and Sense Making | 2011 | NCTM |

Dougherty, B., Flores, A., Louis, E.L., Sophian, C., Zbiek, R.M. | Developing Essential Understanding of Number and Numeration PreK-2 | 2010 | NCTM |

Driscoll, M. | Fostering Geometric Thinking: A Guide for Teachers Grades 5-10 | 2007 | Heinemann |

Graham, K., Cuoco, A. and Zimmerman, G. | Focus in High School Mathematics: Reasoning and Sense Making in Algebra | 2010 | NCTM |

Karp, K., Caldwell, J., Zbiek, R.M. and Bay-Williams, J. | Developing Essential Understanding of Addition and Subtraction PreK-2 | 2011 | NCTM |

Lamon, S. | Teaching Fractions and Ratios for Understanding: Essential Content Knowledge and Instructional Strategies for Teachers, 2nd edition | 2005 | Lawrence Erlbaum Associates |

Lannin, J., Ellis, A., Elliot, R. and Zbiek, R.M. | Developing Essential Understanding of Mathematical Reasoning for Teaching Mathematics in Grades PreK-8 | 2011 | NCTM |

Lloyd, G., Beckmann, S. and Zbiek, R.M. | Developing Essential Understanding of Functions in Grades 9-12 | 2010 | NCTM |

Lloyd, G., Eisenmann, B.H., Star, J. and Zbiek, R.M. | Developing Essential Understanding of Expressions, Equations and Functions in Grades 6-8 | 2011 | NCTM |

Lobato, J., Ellis, A. and Zbiek, R.M. | Developing Essential Understanding of Ratios, Proportions and Proportional Reasoning in Grades 6-8 | 2010 | NCTM |

Martin, W. G., Carter, J., Forster, S., Howe, R., Kader, G., Kepner, H., Quander, J.R., McCallum, W., Robinson, E., Sniper, V. and Valdez, P. | Focus in High School Mathematics: Reasoning and Sense Making | 2009 | NCTM |

McCrone, S.M., King, J., Orihuela, Y.and Robinson, E. | Focus in High School Mathematics: Reasoning and Sense Making in Geometry | 2010 | NCTM |

Otto, A., Caldwell, J., Hancock, S.W. and Zbiek, R.M. | Developing Essential Understanding of Multiplication and Division Grades 3-5 | 2011 | NCTM |

Shaughnessy, J. M., Chance, B., and Kranendonk, H. | Focus in High School Mathematics: Reasoning and Sense Making in Statistics and Probability | 2009 | NCTM |

Strutchens, M.E. and Quander, J.R. (Editors) | Focus in High School Mathematics: Reasoning and Sense Making for All Students | 2011 | NCTM |

Van de Walle, J.A., Karp, K.S., and Bay Williams, J.M. | Elementary and Middle School Mathematics: Teaching Developmentally (7th Edition)* | 2009 | Allyn and Bacon |

Blanton, M., Levi, L., Crites, T., Dougherty, B. and Zbiek, R.M. | Developing Essential Understanding of Algebraic Thinking Grades 3-5 | 2011 | NCTM |

Carpenter, T., Franke, M.L., and Levi, L. | Thinking Mathematically: Integrating Arithmetic & Algebra in Elementary School | 2003 | Heinemann |

Clarke, C., Fisher, W., Marks, R., Ross, S. and Zbiek, R.M. | Developing Essential Understanding of Rational Numbers in Grades 3-5 | 2010 | NCTM |

Dick, T.P. and Hollebrands, K.F. | Focus in High School Mathematics: Technology to Support Reasoning and Sense Making | 2011 | NCTM |

Dougherty, B., Flores, A., Louis, E.L., Sophian, C., Zbiek, R.M. | Developing Essential Understanding of Number and Numeration PreK-2 | 2010 | NCTM |

Empson, S.B. and Levi, L. | Extending Children's Mathematics: Fractions and Decimals: Innovations in Cognitively Guided Instruction | 2011 | Heinemann |

Graham, K., Cuoco, A. and Zimmerman, G. | Focus in High School Mathematics: Reasoning and Sense Making in Algebra | 2010 | NCTM |

Karp, K., Caldwell, J., Zbiek, R.M. and Bay-Williams, J. | Developing Essential Understanding of Addition and Subtraction PreK-2 | 2011 | NCTM |

Lannin, J., Ellis, A., Elliot, R. and Zbiek, R.M. | Developing Essential Understanding of Mathematical Reasoning for Teaching Mathematics in Grades PreK-8 | 2011 | NCTM |

Lloyd, G., Beckmann, S. and Zbiek, R.M. | Developing Essential Understanding of Functions in Grades 9-12 | 2010 | NCTM |

Lloyd, G., Herbel-Eisenmann, B., Star, J. and Zbiek, R.M. | Developing Essential Understanding of Expressions, Equations and Functions in Grades 6-8 | 2011 | NCTM |

Lobato, J., Ellis, A. and Zbiek, R.M. | Developing Essential Understanding of Ratios, Proportions and Proportional Reasoning in Grades 6-8 | 2010 | NCTM |

Martin, W. G., Carter, J., Forster, S., Howe, R., Kader, G., Kepner, H., Quander, J.R., McCallum, W., Robinson, E., Sniper, V. and Valdez, P. | Focus in High School Mathematics: Reasoning and Sense Making | 2009 | NCTM |

McCrone, S.M., King, J., Orihuela, Y.and Robinson, E. | Focus in High School Mathematics: Reasoning and Sense Making in Geometry | 2010 | NCTM |

National Research Council | Adding It Up: Helping Children Learn Mathematics | 2001 | National Academy Press |

Otto, A., Caldwell, J., Hancock, S.W. and Zbiek, R.M. | Developing Essential Understanding of Multiplication and Division Grades 3-5 | 2011 | NCTM |

Shaughnessy, J. M., Chance, B., and Kranendonk, H. | Focus in High School Mathematics: Reasoning and Sense Making in Statistics and Probability | 2009 | NCTM |

Strutchens, M.E. and Quander, J.R. (Editors) | Focus in High School Mathematics: Reasoning and Sense Making for All Students | 2011 | NCTM |

Van de Walle, J.A., Karp, K.S., and Bay Williams, J.M. | Elementary and Middle School Mathematics: Teaching Developmentally (7th Edition)* | 2009 | Allyn and Bacon |

# Articles

The articles listed below focus on Curriculum Leadership.

- Click on an ARTICLE TITLE below to see a 1- or 2-page description and recommendations for how the resource can be used to develop one or more of the three stages of leadership outlined in The PRIME Leadership Framework: Principles and Indicators for Mathematics Education Leaders.
- Click on the JOURNAL TITLE below to link to an electronic copy of the article itself. (when available)

Author | Title | Journal/Year | Volume | Publisher |

Charles, R. | "Big Ideas and Understandings as the Foundation for Elementary and Middle School Mathematics" | NCSM Journal Spring/ Summer 2005 | Vol. 8 No. 1 | NCSM |

# Tools

The tools listed below focus on Curriculum Leadership.

Title | Description | Grade | Source |

Buttons Task | Coaches and teachers can explore both the language of the Standards for Mathematical Practice and sample tasks from the national assessment projects as contexts through which they can consider the implications that the practices will have on their classrooms and students. Click for Tool | 3-8 | Inside Mathematics |

The Mathematics Teaching Rubric | The rubric shows to six areas related to effective teaching. Each area is provided four levels of proficiency. Click for Tool | K-12 | The Noyce Foundation and SVMI |

Sample Curriculum Framework Documents | Sample scope and sequence documents for each grade level, K-8, as well as for Algebra I, Geometry, and Algebra II. Click for Tool | K-11 | Dana Center and Agile Mind, Inc. |

NCSM Great Tasks for Mathematics | NCSM Great Tasks are a collection of tasks to support implementation of the CCSS. Click for Tool | K-12 | NCSM |

CCSS Curriculum Materials Analysis Tools | Tools for assessing the potential of curriculum materials to support students' attainment of the CCSS, including the Standards for Mathematical Practice. Click for Tool | K-12 | NCSM |

Rubric for Lessons and Units: (EQuIP) | Educators Evaluating Quality Instructional Products (EQuIP rubric) was an initiative of the American Diploma Project (ADP) designed to identify high-quality materials that communicate the instructional demands of the CCSS. Click for Tool | K-12 | Achieve |

"For over a decade, research studies of mathematics education in high-performing countries have pointed to the conclusion that the mathematics curriculum in the United States must become substantially more focused and coherent in order to improve mathematics achievement in this country. To deliver on the promise of common standards, the standards must address the problem of a curriculum that is "a mile wide and an inch deep."- CCSSO, 2011

"In order to promote and support changes in classroom practices that ensure all students are learning, teachers must balance assessment for learning (used to form instructional decisions and monitor student progress) with assessment of learning (used to evaluate students' progress and achievement, assign grades and appraise programs)."- The PRIME Leadership Framework: Principles and Indicators for Mathematics Education Leaders, 2008

The resources listed below focus on the **PRIME Principle 4: Assessment** - Ensuring timely, accurate monitoring of student learning and adjustment of teacher instruction for improved student learning. In this section, you will find assessment resources in the form of books, articles, and tools.

# Books

The books listed below focus on Assessment Leadership.

Author | Title | Year/ISBN | Publisher |

Hull, T.H., Balka, D.S., and Miles, R.H. | Visible Thinking In The K-8 Mathematics Classroom | 2011 | Corwin Press |

Joyner, J. and Muri, M. | INFORMative Assessment: Formative Assessment to Improve Math Achievement | 2011 | Math Solutions Publications |

Leinwand, S. | Accessible Mathematics: Ten Instructional Shifts That Raise Student Achievement | 2009 | Heinemann |

# Tools

The tools listed below focus on Assessment Leadership.

Title | Description | Grade | Source |

The Mathematics Teaching Rubric | The rubric shows to six areas related to effective teaching. Each area is provided four levels of proficiency. Click for Tool | K-12 | The Noyce Foundation and SVMI |

Formative Assessment: Analysis of Student Work Protocol | This protocol provides structure for beginning conversations on creating equitable assessments, grading practices, mathematical gaps, and interventions. Click for Tool | K-12 | NCSM |

"... the planning for instruction and instructional practices must align with well-articulated goals, instruction, and assessment. Students must be prepared to be active constructors of knowledge as required in today's workplace and advanced schooling."- The PRIME Leadership Framework: Principles and Indicators for Mathematics Education Leaders, 2008

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