tools for administrators

Reflection & Guided Tour

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As the principal of Price Middle School, it has been such a rewarding experience to be involved in this lesson study process. This is truly how educators/teachers should be able to plan and develop quality lessons. There are several key points from an administrator's perspective that are critical to this process. The first is the focus on students, their work and interactions during the lesson. This takes the pressure off the teacher and allows the debrief and evaluation of the lesson to focus on student work versus teacher performance. Secondly, the insights that are gained from focusing on one or two students during the lesson are profound. The teacher is provided quality feedback on individual students' thought processes and reasoning. Lastly, the team gains great insights on students' misconceptions and can make necessary changes to the lessons. The lesson study process at Price Middle School has enriched our math department and continued to build a more cohesive professional learning community.

Reflection & Guided Tour

Deb Negrete Videos

Jaguanana Lathan Videos

Resources for Leadership and Change: Building a School Culture of Mathematical Thinking

Theory of Action

The First in Math Consortium is a subset of districts in SVMI that was chosen to work deeper and more systemically in changing learning experiences for students with the ultimate goal of improving students’ access to and success in higher mathematics. The theory of action is the frame for the comprehensive approach to working in concert with all the district-employed stakeholders. Download

Pathways of Influence

This graphic shows the stakeholders within a school system and how learning is influenced. The math department is positioned in a very influential location to address and support teacher and student learning. This graphic communicates the importance of developing a math department into a learning community. It also illustrates how others can influence the work. Download

Tracking and Assessing Cultural Shifts Ver. 1 & Ver. 2

A major emphasis of the initiative is to develop, support, and sustain professional learning communities as a structure for improving teaching and learning. This tool assists principals in assessing how their teachers are moving from traditional independent agents to learning communities that focus on student learning. There are two versions. The first has a more comprehensive view of the school, while the second is designed to focus primarily on the work of the math department. Download Ver. 1 + Download Ver. 2

Resources for Developing Faculty Capacity in Mathematics

Role Group Expectations

The document describes the roles and expectations each district stakeholder must meet to function in a systemic approach to improve math instruction. Making the expectation explicit is at the heart of working cohesively in a district organization. Download

Tasks for Role Groups

This checklist accompanies the Role Group Expectations. It lays out the duties and jobs for the stakeholders. In this manner, everyone knows what they are expected to accomplish and how their duties align with the other stakeholders – where jobs/duties overlap and where they reside in relation to other work. Download

Planning for Site-Level Work – Continuum of Roles

This instrument assists principals in planning their strategy and work in promoting professional learning communities within their school. It helps them look at the different change agents and assess where they are on the continuum. Utilizing personnel to support change is a critical leverage point for promoting change. Download

Resources for Mathematics Engagement and Intervention

Re-Engagement Protocol

Use the steps outlined in the file linked here to re-engage students in the mathematics of a particular lesson. Download

Intervention Worksheet

This instrument is built on Phil Daro’s work to describe the different levels that students struggle in school, in this case specifically in math class. The chart includes columns that describe what students need and suggest some interventions. There is space for principals to add information about intervention activities at their school. It works both as a needs assessment and for planning for the future. It supports principals in analyzing their school's intervention programs.Download


This tool helps principals and site administrators reflect on observing mathematics classroom and department meetings. The classroom tool was designed to encourage the observer to focus more on students, their thinking, and mathematics. This tool is one device to make observing a classroom more than a mere “walk-through.” It shifts the focus away from examining artifacts (bulletin boards, students' seating arrangements) or evaluating teacher moves to a focus on student thinking and learning. Similarly, the department tool is used to gauge what the math department’s discussion is focused on. Download