The Common Core Mathematics Standards: Transforming Practice Through Team Leadership

Hull, Ted H., Miles, Ruth Harbin., Balks, Don S. (2012). The Common Core Mathematics Standards: Transforming Practice Through Team Leadership. Thousand Oaks, CA. Corwin, A Sage Company. Pp. xi + 203 ISBN 978-1-4522-2622-4"The Common Core Mathematics Standards: Transforming Practice Through Team Leadership is specifically designed to help leaders responsible for mathematics instruction as they work jointly with teachers to adopt and implement the CCSS for mathematics and the Standards for Mathematical Practice."(Hull et al., 2012, p. 6) This book had a unique emphasis on teachers and their ability to change instructional strategies and consequentially students’ thinking about mathematics ( Hull et al., p.34). The organization of the text is very user friendly. It is presented one step at a time as the process of implementation would within a building.This text is broken into four parts. The first three chapters are specific instructions for the leadership team and how they need to lead their staff (Hull et al., 2012). The second part, chapters four through six, is over implementation and the challenges that the leaders will face (Hull et al., 2012). The third section, chapter seven and eight, is how the leaders are to support the teachers with the implementation and the variety of teacher ability levels (Hull et al., 2012). Last, chapter 9 and the appendix gives a review of the change and sample problems to discuss (Hull et al., 2012).First presented are four strategies to help overcome "system inertia" (Hull et al., p.7). These are: promoting adoption and avoiding rejection, focusing on students bring success, building support for collegial relationships, and maintaining support to increase implementation (Hull et al., 2012). Then the book lists and shows the relationship between the NCTM Principals and Process Standards and CCSS Mathematical Practices (Hull et al., p.13). This helps the leaders and teachers to have a common curriculum and starting point. Also described are the changes in equity, curriculum, teaching, learning, assessment, and technology that coincide with the CCSS implementation (Hull et al., p.15). Last the author goes into a description of how adults change. A level of adoption form is provided (p.25) to categorize the teachers before, during, and after implementation (Hull et al., 2012).The framework set up in part one is a bit repetitive but ensures a clear picture of the thoughts and considerations that are needed for part two, the implementation. This section is very engaging and provides many scenarios of how this can look in a classroom. The specific examples help leaders and teacher view these strategies easily in their classroom. The first main idea is that leaders need to provide a "guaranteed and viable" curriculum (Hull et al., p.33). This ensures all students are being taught the curriculum that has been designated for time frame for that grade level (Hull et al., 2012). There is a large stress on visible thinking which means "students and teachers are aware of their thought process when organizing and solving problems" (Hull et al., p.34). Teachers are to do this through engaging lessons and group-worthy problems (Hull et al., 2012). From classroom instruction it shifts to the need for "response to intervention" and ongoing formative assessments (Hull et al., p.40).Chapter 5 presents the proficiency matrix (p.52) and how to use it appropriately in planning instruction and gauging students' knowledge (Hull et al., 2012). A tear out of this can be found in the back of the book to duplicate for teachers to use during their planning. Chapter 6 was entirely devoted to Mr. Young's classroom and showed his complete process of implementation from: planning, presenting 5 lessons, reflections after each, and then that weeks' review (Hull et al., 2012). It was very insightful to see the thought process of Mr. Young and his students. It showed that" teachers must make thinking intentional" (Hull et al., p.34).Part three is focused on how to support the changes. "Trust, collegiality, involvement, and support all influence the motivation of teacher to the extent to which they are willing to try new ideas and make changes in classroom practices" (Hull et al., p89). Collegiality among teachers and leaders creates professional interactions with a purpose of developing expertise together (Hull et al., 2012). Teachers should be supported to find their greatness and given professional learning opportunities that reflect each teachers' needs (Hull et al., 2012). Expectations of teachers should be clear and teachers should be able to confide in their leaders for support and advice (Hull et al., 2012). The book gives scenarios of what this should look like and possible complications with resolutions. Last this section addresses maintaining and increasing implementation through classroom visits and data assessments (Hull et al., 2012). Often there is a gap between knowledge and application and this is often where implementation fails to progress (Hull et al., 2012). With frequent classroom visits that are non-evaluative, teachers are given timely feedback/ clarity on their roles and responsibilities (Hull et al., 2012).The last section of this book expresses the importance of evaluating new programs before implementing them into a school (Hull et al., 2012). This covers most causes for resistance and strategies to keep progress. Most importantly it states that " if leaders do not have the time and energy to devote to the change or have the time and energy to mange someone else in charge of the change, then the change is not important to the teachers either" (Hull et al., p.113). The author also put this as "no effort + no support = no change"(Hull et al., p.113). As explained earlier the appendix has sample problems showing the CCSS content and practices (Hull et al., 2012). Each example has the grade level, CCSS mathematical practices and degrees listed, the problem, discussion, solution, and the CCSS domain, standard, and cluster (Hull et al., 2012). There are nine of the CCSS problems ranging from 1st grade to 9th grade and all with specific math lesson examples (Hull et al., 2012). There are suggested questions for group discussion, which would could be a starting point for unifying a group of teachers that are used to being secluded (Hull et al., 2012).This book is a great resource for leaders trying to implement the CCSS standards. The easy to use visuals and classroom examples allow the leader to see the shift from a traditional approach to a conceptual approach (Hull et al., 2012). The scenarios show the types of questions that need to be presented to students to create this shift in thinking. It is important to read the book in the sequence presented. This helps to focus the leader on the end outcome and create realistic expectations on the levels and progress for implementation (Hull et al., 2012). The presented problems and solutions give the leader reassurance when faced with the challenges to execute the proper plan. The questions for discussion at the end of each chapter could be used in math education course or as a way to allow all members of the leadership team to collaborate on their experiences and clarify their roles (Hull et al., 2012).The only drawback to this book is that it very specifically defines all aspects of implementing change. This can seem very dull for those who are familiar with professional learning communities and the defining of every new term, although important to some, may seem to create a lack of flow. This makes the first section of the book a slower read and many may begin to move quickly, passing over important details. Overall this gives information and direction to leaders in a short read (140 pages).ReferencesHull, Ted H., Miles, Ruth Harbin., Balks, Don S. (2012). The Common Core Mathematics Standards: Transforming Practice Through Team Leadership. Thousand Oaks, CA. Corwin, A Sage Company.About the ReviewerJessica McFarland is a masters student at Lindenwood University. She has taught middle school math for eight years.

Good

Love, love, love the resources, implementaiton steps for Common Core and concrete strategies for implementation of the Mathematical practices at every grade level.

item arrived as described. Easy, excellent transaction. Thank you.