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Tools for Administrators

The role of a school administrator or district mathematics coordinator carries responsibility for establishing the conditions for teacher work and student learning on a site-wide basis. Here, school leaders can find resources to support their work with teachers. Two principals, Jaguanana Lathan of Anna Yates Elementary School and Deb Negrete of Ida Price Middle School, discuss how they work to establish a school-wide emphasis on mathematics teaching and learning. 

Deb Negrete Videos

Classroom Observation

Faculty Debrief

Reflection & Guided Tour

Jaguanana Lathan Videos

On the School-Wide Focus on Mathematics

On Addressing Mathematics Misconceptions

On the School Learning Community

Classroom Video Lesson

Faculty Debrief (2nd Grade)

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

Jumpstarting a Schoolwide Culture of Mathematical Thinking: Problems of the Month

imageA practitioner’s guide to using the Problems of the Month schoolwide. This guide will help you engage your teachers and students in problem solving in new ways. Though you can choose to use the Problems of the Month in multiple ways and various timelines, they are powerful ways to jumpstart quantitative thinking and mathematical reasoning in K-12 learners.

Download as iBook with embedded videos (open with iBook app on an iOS device or Apple Reader on a Mac)
Download as PDF without embedded videos

Resources for Developing Faculty Capacity in Mathematics

Professional Teaching Innovation Configuration

The Professional Teaching Innovation Configuration is a tool to gauge current teaching practices at a school. It provides a description of the "ideal" state of professional teaching, then moves along a continuum of progressively less fully realized states, focusing on 6 dimensions: Worthwhile Tasks, The Learning Environment, Teacher Role in Discourse, Student Role in Discourse, Tools for Enhancing Discourse, and Analyses of Teaching and Learning.

Based on the data gathered, a team of educators from a school can then determine where on the Innovation Configuration the teaching practice most closely aligns. This becomes a starting point for conversations by the team to best support the teaching staff on moving forward to the next level as defined by the Innovation Configuration. You can learn more about this resource in the book Making the Most of Your Coaching Investment (2011) by the Charles A. Dana Center. Download

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

Resources for Social and Emotional Learning in Mathematics Classrooms

Making the Case

Integrating Social and Emotional Learning and the Common Core State Standards for Mathematics: Making the Case lays out the rationale for considering the strong connections among the Common Core State Standards for Mathematical Practice and key social and emotional learning competencies. Download

Describing an Ideal Classroom

Integrating Social and Emotional Learning and the Common Core State Standards for Mathematics: Describing an Ideal Classroom provides a brief historical perspective on the culture of mathematics classrooms and describes the shift required by the Common Core State Standards for Mathematical Practice with regard to your classroom culture and collaboration with colleagues. Download

More resources

You can find more resources on integrating social and emotional learning competencies with the math practices at Social and Emotional Learning and Mathematics.