Leadership Resources

 

When we move on, people do not remember us for what we do for ourselves. They remember us for what we do for them. They are the inheritors of our work. One of the great joys and grave responsibilities of leaders is making sure that those in their care live lives not only of success, but also of significance.
Kouzes and Posner, A Leader's Legacy, 2006

A research-affirmed leadership framework, PRIME describes actions for mathematics education leaders across all settings preK-12, in all of their complexity. The framework describes four specific domains of leadership focus and responsibility viewed through the lens of three essential themes.

Theme 1: Success for every student, teacher, and leader
Theme 2: Research-affirmed teacher and leader actions
Theme 3: Teacher collaboration and professional learning

Four primary domains or principles of leadership responsibility anchor an improved future for mathematics education:

Leadership Principle 1 - Equity
ensuring high quality mathematics learning for every student.

Leadership Principle 2 - Teaching and Learning
ensuring high expectations and access to meaningful mathematics every day.

Leadership Principle 3 - Curriculum
ensuring meaningful and relevant mathematics in every lesson.

Leadership Principle 4 - Assessment
ensuring high levels of learning for every student.

The four PRIME Leadership Framework Principles, each with three specific indicators for leadership actions, represent the conditions that need to exist in our schools if every student is to experience improved achievement in mathematics.

It's TIME is the call to action that follows the PRIME Leadership Framework: Principles and Indicators for Mathematics Education Leaders which provides the first steps in leading others to become engaged and effective professional mathematics education leaders.

The themes from It's TIME evolve by implementing ten imperatives and are dependent upon the expert knowledge development of the mathematics leader. A mathematics leader must seek to discover and fulfill his or her leadership potential to influence others using these themes and imperatives. The ten imperatives are organized into the three categories:

  • Imperatives for Knowledge: Mathematics Content, Pedagogical Content, and Mathematics Curriculum
  • Imperatives for Instruction and Assessment: Instructional and Formative Assessment Practices, Instructional Materials and Resources, Student Support Structures and Intensification Strategies, and Summative Assessment Data
  • Imperatives for Systemic Change: Professional Learning, Collaborative Structures, and Coaching

Description of Resources: These resources provide a strong foundation for Effective Mathematics Leadership at all levels. Taken together, these resources provide a framework for mathematics leadership that articulates a set of leadership imperatives and presents a systemic framework to convert our shared vision into a reality of consistently high levels of mathematics learning for all students.

TitleDescription
PRIME FrameworkA research-affirmed leadership framework, PRIME describes actions for mathematics education leaders across all settings preK-12, in all of their complexity.
It's TIME: Themes and Imperatives for Mathematics EducationThe framework summarizes the imperatives that constitute the call to action for successful implementation of the Common Core State Standards for Mathematics (CCSSM) and high levels of student achievement.
PRIMEd Principal BlogEach month, guest bloggers will share their personal leadership success and provide a tool for building the collective capacity around lesson design, rich mathematics instructions, high quality assessment practices, and the collective response to student learning. Each blog entry will include a resource, a description of how the resource was used, and the impact of the use of the tool.
Coaching CornerThe purpose of the Coaching Corner is to support specialists, coaches, and leaders of coaching programs as they progress through the stages of leadership growth outlined in The PRIME Leadership Framework: Principles and Indicators for Mathematics Education Leaders and the new It's TIME: Themes and Imperatives in Mathematics Education.


Description: Leadership for equity requires action to remove barriers and provide all students with access to rigorous, meaningful curriculum taught by highly effective teachers. Toward this end, mathematics education leaders must have a clear, shared vision of mathematics teaching and learning that embraces high achievement for all students. The leader must recognize and support beliefs and mindsets of adults and students such that each and every student has opportunities and support to learn mathematics. Below are some equity leadership resources.

A Call for a Collective Action to Develop Awareness: Equity & Social Justice in Mathematics Education

We invite you to join with educators from around the country and possibly the world in A Call for a Collective Action to Develop Awareness: Equity and Social Justice in Mathematics Education.

Attached you will find a listing of articles and books identified by several mathematics education organizations and mathematics educators. Each month's reading(s) has a set of focus questions for you to consider during that month as you reflect on the readings.

Connection between the PRIME Leadership Framework and It's TIME

The PRIME Leadership Framework: Principles and Indicators for Mathematics Leaders (NCSM, 2008) It's TIME Themes and Imperatives for Mathematics Education: A Leadership Framework for Common Core Mathematics (NCSM, 2014)
Equity Leadership
Every Leader ensures high expectations and access to meaningful mathematics learning for every student.
Social Justice and Shared Productive Culture
Accountability
Celebration of Accomplishments
Success and Commitment to Social Justice

Supportive Conditions
Shifts in Beliefs and Mindsets
Vision
Designated Leaders


TitleDescription
Position Paper - Improving Student Achievement by Leading the Pursuit of a Vision for Equity (Spring 2008)This paper provides direction for systematically addressing equity in student achievement by reframing the inequity perspective of "achievement gap" to an "opportunity gap" (Flores, 2007) and by promoting the effective use of professional learning communities to impact adult and student development in mathematics.
Position Paper - Improving Student Achievement in Mathematics by Addressing the Needs of English Language Learners (Fall 2009)This paper offers clear insights and action steps necessary to support the needs of ELL students. This paper is the sixth in a series that provides information, research and action steps to support our membership and education leaders in mathematics as they work to improve student achievement.
PRIME PowerPoint - Leadership for Equity and AssessmentThis pdf of a PowerPoint presentation can be used to introduce and guide discussion related to issues of equity and assessment.
Coaching Corner Tools on Equity LeadershipThe purpose of the Coaching Corner is to support specialists, coaches, and leaders of coaching programs as they design and lead conversations around issues of equity.


Description: Leading for teaching and learning is to lead and support adults in their knowledge and actions that results in high achievement for all students. Mathematics education leaders require that adults collaborate to maximize resources and ensure fidelity of implementation of instructional materials and student support structures. More specifically, leaders understand the importance of teacher mathematical and pedagogical content knowledge and subsequently, provide teachers with the means to collaboratively develop in these professional domains. Additionally, leaders recognize the important role that the selection and implementation of instructional materials play in teaching and learning and work with teachers in this realm. Perhaps most importantly, leaders work with all stakeholders to create and put into practice structures and actions that provide supports when students need interventions or enrichment.

Connection between the PRIME Leadership Framework and It's TIME

The PRIME Leadership Framework: Principles and Indicators for Mathematics Leaders (NCSM, 2008) It's TIME Themes and Imperatives for Mathematics Education: A Leadership Framework for Common Core Mathematics (NCSM, 2014)
Teaching and Learning Leadership
Every Leader ensures high expectations and access to meaningful mathematics instruction every day.
Imperatives for Instruction
Instructional Materials and Resources
Student Support Structures and Intensification Strategies

Imperatives for Systemic Change
Professional Learning
Collaborative Structures
Coaching


TitleDescription
Three Act LessonsThese exemplar lessons were developed with Dan Meyer to provide students the opportunity to highly engage with learning mathematics. The lessons can be used by teachers in the classroom or by leaders to provide professional learning.
Position Paper - Improving Student Achievement by Infusing Highly Effective Instructional Strategies into RtI Tier I Instruction (Spring 2013)Intervention is an essential component to any K-12 mathematics program. Tier 1 of the RtI framework places emphasis on a high-quality general curriculum in which specific interventions are implemented. The focus of Tier 1 is to ensure instruction of the core curriculum using evidence-based practices taught with fidelity so that all students are mastering the curriculum. As leaders we need to connect with colleagues and place emphasis and focus on interventions and instructional decision making to support the learning of ALL students.
Improving Student Achievement by Infusing Highly Effective Instructional Strategies into Multi-Tiered Support Systems (MTSS)-Response to Intervention (RtI) Tier 2 Instruction (Spring 2015)It is the position of the National Council of Supervisors of Mathematics (NCSM) that a Multi-Tiered Support System (MTSS)-Response to Intervention (RtI) is a vital process for improving instruction and providing academic and social-behavioral support to all students. It should be implemented to ensure success for every student in every classroom. The MTSS is a systematic method of identifying, defining, and resolving students' academic and social-behavior difficulties using collaborative, school-wide, problem solving approaches. The MTSS occurs within a strong comprehensive system of school improvement where learning environment, mathematics curriculum, and delivery of instruction are analyzed for the purpose of student response to differentiation.
Position Paper - Improving Student Achievement in Mathematics by Promoting Positive Self-Beliefs (Spring 2010)This paper highlights the critical importance of developing and nurturing positive self-beliefs. Educators who establish a classroom climate that promotes positive self-beliefs about intelligence and academic ability increase students' motivation and engagement. The process of promoting positive self-beliefs begins with teachers believing that all students can learn meaningful mathematics.
Position Paper - Improving Student Achievement by Leading Sustained Professional Learning* for Mathematics Content and Pedagogical Knowledge Development (September 2007)This paper provides direction for creating ongoing context-based adult learning (or professional development) for the express purpose of impacting student learning.

* In the words of Michael Fullan (2007): "Professional development as a term and as a strategy has run its course. The future of improvement, indeed of the profession itself, depends on a radical shift in how we conceive [teacher] learning".
Position Paper - Improving Student Achievement by Leading Effective Collaborative Teams of Mathematics Teachers (September 2007)This paper provides direction for the elimination of inequities often caused by the privatization of teacher practice. The paper establishes the necessity for the use of high-performing grade level and course-level teacher teams.
Webinar - Transitioning to the CCSS with support of NCSM's Great Tasks for MathematicsA recording of the original webinar is available together with a copy of the presentation. The webinar presentation outlines how Great Tasks can be used to support the CCSS.
Coaching Corner Tools on Teaching and Learning LeadershipThe purpose of the Coaching Corner is to support specialists, coaches, and leaders of coaching programs in their work with teachers and teams regarding collaboration, instruction, and instructional resources.
Illustrating the StandardsThis collection of professional learning modules are ready made to use with teachers in better understanding the expectations of the CCSS. Modules are organized by grade level and Mathematical Practice.


Description: Raising achievement in mathematics for every student and effectively implementing the content standards in every classroom requires that teachers understand how to best sequence, connect, and situate the content they are expected to teach within learning progressions.

To deliver an effective mathematics curriculum, leaders and teams of leaders must:

  • Ensure teachers understand how and why focus, depth, and coherence make a mathematics curriculum effective,
  • Develop and deepen understandings of learning progressions of key mathematical topics within a grade and across grades,
  • Organize the content expectations for each grade or course into feasible teaching guides that link content standards, big ideas, and instructional resources, and
  • Create opportunities for teachers to investigate the curriculum at their grade level and across grade levels to fully understand the curriculum they expect students to learn. (NCSM's IT's TIME-Themes and Imperatives for Mathematics Education, 2014)

Connection between the PRIME Leadership Framework and It's TIME

The PRIME Leadership Framework: Principles and Indicators for Mathematics Leaders (NCSM, 2008) It's TIME Themes and Imperatives for Mathematics Education: A Leadership Framework for Common Core Mathematics (NCSM, 2014)
Curriculum Leadership
Every Leader ensures relevant and meaningful mathematics in every lesson.
Imperatives for Knowledge
Mathematical Content Knowledge
Pedagogical Content Knowledge
Mathematical Curriculum Knowledge


TitleDescription
Position Paper - Improving Student Achievement in Mathematics by Expanding Learning Opportunities for the Young (Spring 2012)This paper highlights the need to provide young children with extensive, high-quality mathematics instruction. As leaders we need to work to ensure that all children obtain the mathematical foundation they need for success.
Position Paper - Improving Student Achievement in Mathematics by Expanding Opportunities for Our Most Promising Students of Mathematics (Spring 2012)This paper highlights the idea that significant improvement in mathematics achievement over a sustained period requires addressing equity and expanding opportunities for the most mathematically promising students.
Coaching Corner tools on Curriculum Leadership A collection of books, articles, and tools designed to support PRIME Principle 3 - Curriculum Leadership.
Position Paper - Improving Student Achievement in Mathematics by Systematically Integrating Effective Technology (Spring 2011)Today's world makes a burgeoning array of technologies available to classrooms, ranging from graphing calculators to computers and electronic whiteboards. This paper provides the latest information from research and experience to guide teachers and leaders in the strategic use of technology in the classroom.
Instructional Materials Analysis ToolThe set of three tools can assist textbook selection committees, school administrators, and K-12 teachers in the selection of curriculum materials that support implementation of various State Standards for Mathematics.
NCSM Great TasksThis project is a collection of tasks to support implementation of the CCSS.


Description: Raising achievement in mathematics for every student and effectively implementing the content standards in every classroom requires that teachers consistently implement effective, research-affirmed instructional and formative assessment practices in every classroom

To ensure that teachers consistently implement effective, research-affirmed instructional and formative assessment practices in every classroom, leaders and teams of leaders must:

  • Provide opportunities for teachers to plan and prepare together,
  • Provide opportunities for all educators to envision and implement high-quality instructional practices,
  • Monitor and provide feedback regarding student engagement and learning, and
  • Engage teachers in reflection about instruction and learning. (NCSM's IT's TIME-Themes and Imperatives for Mathematics Education, 2014)

Connection between the PRIME Leadership Framework and It's TIME

The PRIME Leadership Framework: Principles and Indicators for Mathematics Leaders (NCSM, 2008) It's TIME Themes and Imperatives for Mathematics Education: A Leadership Framework for Common Core Mathematics (NCSM, 2014)
Assessment Leadership
Every Leader ensures timely, accurate monitoring of student learning and adjustment of teacher instruction for improved student learning.
Imperatives for Assessment
Instructional and Formative Assessment
Summative Assessment Data
Accountability


TitleDescription
Jumpstart Formative AssessmentThese professional development modules assist leaders in "jump starting" formative assessment, K-16. The collection contains an overview and modules, each highlighting one aspect of formative assessment with PowerPoint, Leaders' Notes, and handouts as needed.
Position Paper - Improving Student Achievement in Mathematics by Leading Highly Effective Assessment Practices (Spring 2009)This paper emphasizes the need to balance assessment-for-learning with assessment-of-learning. Adult collaboration that clarifies what students should learn, how their learning will be assessed and what the evidence of learning reveals, occurs frequently and regularly in order to promote equity and reduce bias.
Coaching Corner tools on Assessment LeadershipA collection of books, articles, and tools designed to support PRIME Principle 4 - Assessment Leadership.
Position Paper - Improving Student Achievement in Mathematics Through Formative Assessment in Instruction (A Joint Position Paper with AMTE, (Spring 2014)In this joint paper, authors affirm the centrality of research-based, mathematically focused, formative assessment - a key element in the national effort to improve mathematical proficiency. As leaders, we must work to ensure that teachers, administrators and other stakeholders in districts and states have knowledge of the research-based practices in formative assessment.
Position Paper - Improving Student Achievement by Implementing Highly Effective Teacher Evaluation Practices (Spring 2014)The suggestions from this position paper are intended to offer specific mathematics requirements for inclusion into an already existing evaluation system. Our position views evaluation as a formative, teacher-centered process where teachers are continually receiving feedback and given opportunities for targeted and specific professional learning opportunities.
Webinar (Measuring Math that Matters: The PARCC and Smarter Balanced Approaches to Assessment)Among the entries in this webinar series is a webinar focused on Measuring the Math that Matters. This webinar provides insights to PARCC and SBAC assessment design.
PRIMEd Principal BlogAmong the entries in this blog series are pieces that feature descriptions of assessment leadership in action. Authors provide tools and resources based on practical application from their own experiences.