What will it take to turn this opportunity into reality in every classroom, school, and district? Continuing its tradition of mathematics education leadership, NCTM has defined and described the principles and actions, including specific teaching practices, that are essential for a high-quality mathematics education for all students. Principles to Actions: Ensuring Mathematical Success for All offers guidance to teachers, specialists, coaches, administrators, policymakers, and parents: Builds on the Principles articulated in Principles and Standards for School Mathematics to present six updated Guiding Principles for School MathematicsSupports the first Guiding Principle, Teaching and Learning, with eight essential, research-based Mathematics Teaching PracticesDetails the five remaining Principles--the Essential Elements that support Teaching and Learning as embodied in the Mathematics Teaching PracticesIdentifies obstacles and unproductive and productive beliefs that all stakeholders must recognize, as well as the teacher and student actions that characterize effective teaching and learning aligned with the Mathematics Teaching PracticesWith Principles to Actions, NCTM takes the next step in shaping the development of high-quality standards throughout the United States, Canada, and worldwide.

    

    It will guide you through each step of communicating and reinforcing your expectations. Learn how to create a vision for your classroom and TEACH for it!

    They have presided over multinational feminist organizations and written much of what we consider the feminist canon, espousing sexual liberation and satisfaction, LGBTQ inclusion, and racial solidarity, all while branding the language of the movement itself in whiteness and speaking over Black and Brown women in an effort to uphold privilege and perceived cultural superiority. An American Muslim woman, attorney, and political philosopher, Rafia Zakaria champions a reconstruction of feminism in Against White Feminism, centering women of color in this transformative overview and counter-manifesto to white feminism’s global, long-standing affinity with colonial, patriarchal, and white supremacist ideals.Covering such ground as the legacy of the British feminist imperialist savior complex and “the colonial thesis that all reform comes from the West” to the condescension of the white feminist–led “aid industrial complex” and the conflation of sexual liberation as the “sum total of empowerment,” Zakaria follows in the tradition of intersectional feminist forebears Kimberlé Crenshaw, Adrienne Rich, and Audre Lorde. Zakaria ultimately refutes and reimagines the apolitical aspirations of white feminist empowerment in this staggering, radical critique, with Black and Brown feminist thought at the forefront.

    The challenges are many, and for the faculty—whose jobs may depend on their students’ ability to improve on the test—the stakes are high.Ten-year-old Hydea is about to start fifth grade—with second-grade reading skills. Her friend Marbella is a little further along, but she’s more interested in socializing than in learning. And then there’s Matthew, a second grader who began the school year below grade level and who, over the course of the year, slipped even more. In past years, these three students and many others would have received help from the literacy specialist Mrs. Schaefer. But with cutbacks and a change in her job description—the third in as many years—she won’t be able to give all struggling students the same attention. This year, she will have to select the few students whom she and the teachers can bet on—the ones who are close to achieving proficiency on the CMT. The hope is that this strategy, though not ideal, will give them the boost they—and the school—need to pass the exams. And, for added measure, Principal Hay has already asked his faculty to teach to the test.Journalist Ron Berler spent a full year at Brookside, sitting in on classes, strategy sessions, and even faculty meetings. In Raising the Curve, he introduces us to the students, teachers, and staff who make up the Brookside community. Though their school is classified as failing—like so many others across the country—they never give up on themselves or on one another. In this nuanced and personal portrait, Berler captures their concerns, as well as their pride, resilience, and spirited faith.

    Under the cover of the terrorist attacks, the wars in Afghanistan and Iraq, and the explosion of political violence around the world, a fundamental misunderstanding of the Arab and Muslim American communities has been allowed to fester and even to define the lives of the seven twentysomething men and women whom we meet in this book. Their names are Rami, Sami, Akram, Lina, Yasmin, Omar, and Rasha, and they all live in Brooklyn, New York, which is home to the largest number of Arab Americans in the United States.We meet Sami, an Arab American Christian, who navigates the minefield of associations the public has of Arabs as well as the expectations that Muslim Arab Americans have of him as a marine who fought in the Iraq war. And Rasha, who, along with her parents, sister, and brothers, was detained by the FBI in a New Jersey jail in early 2002. Without explanation, she and her family were released several months later. As drama of all kinds swirls around them, these young men and women strive for the very things the majority of young adults desire: opportunity, marriage, happiness, and the chance to fulfill their potential. But what they have now are lives that are less certain, and more difficult, than they ever could have imagined: workplace discrimination, warfare in their countries of origin, government surveillance, the disappearance of friends or family, threats of vigilante violence, and a host of other problems that thrive in the age of terror.And yet How Does It Feel to Be a Problem? takes the raw material of their struggle and weaves it into an unforgettable, and very American, story of promise and hope. In prose that is at once blunt and lyrical, Moustafa Bayoumi allows us to see the world as these men and women do, revealing a set of characters and a place that indelibly change the way we see the turbulent past and yet still hopeful future of this country.

    Stress is part of the job, but when 70 percent of teachers quit within their first five years because the stress is making them physically and mentally ill, things have gone too far. Unsurprisingly, these effects are highest in difficult-to-fill positions such as math, science, and foreign languages, and in urban areas and secondary classrooms--places where we need our teachers to be especially motivated and engaged. This book offers a path to resiliency to help teachers weather the storms and bounce back--and work toward banishing the rain for good.This actionable framework gives you concrete steps toward rediscovering yourself, your energy, and your passion for teaching. You'll learn how a simple shift in mindset can affect your outlook, and how taking care of yourself physically, mentally, and emotionally is one of the most important things you can do. The companion workbook helps you put the framework into action, streamlining your way toward renewal and strength.Cultivate resilience with a four-part framework based on 12 key habits Uncover your true self, understand emotions, and use your energy where it counts Adopt a mindful, story-telling approach to communication and community building Keep learning, playing, and creating to create an environment of collective celebration By cultivating resilience in schools, we help ensure that we are working in, teaching in, and leading organizations where every child thrives, and where the potential of every child is recognized and nurtured. Onward provides a step-by-step plan for reigniting that spark.

    The way to do this, argue authors Bena Kallick and Allison Zmuda, is to increase the say students have in their own learning and prepare them to navigate complexities they face both inside and beyond school. This means rethinking traditional teacher and student roles and re-examining goal setting, lesson planning, assessment, and feedback practices. It means establishing classrooms that prioritizeVoice--Involving students in "the what" and "the how" of learning and equipping them to be stewards of their own education.Co-creation--Guiding students to identify the challenges and concepts they want to explore and outline the actions they will take.Social construction--Having students work with others to theorize, pursue common goals, build products, and generate performances.Self-discovery--Teaching students to reflect on their own developing skills and knowledge so that they will acquire new understandings of themselves and how they learn.Based on their exciting work in the field, Kallick and Zmuda map out a transformative model of personalization that puts students at the center and asks them to employ the set of dispositions for engagement and learning known as the Habits of Mind. They share the perspectives of educators engaged in this work; highlight the habits that empower students to pursue aspirations, investigate problems, design solutions, chase curiosities, and create performances; and provide tools and recommendations for adjusting classroom practices to facilitate learning that is self-directed, dynamic, sometimes messy, and always meaningful.

    This book is aimed at helping teachers implement quality Common Core instruction around this principle. -Gretchen Owocki The quality of instruction is the most important factor in helping students meet the Common Core Standards. That's why Gretchen Owocki's Common Core Lesson Book empowers teachers with a comprehensive framework for implementation that enhances existing curriculum and extends it to meet Common Core goals. Children, writes Gretchen (author of The RTI Daily Planning Book), need teachers who believe in the power of meaningful reading as a context for instruction. She breaks the CCSS reading standards into manageable chunks that emphasize engaged, authentic reading and differentiated teaching. For each standard, she offers: a clear description of what it asks from students an instructional decision tree that connects assessment to planning instructional strategies that gradually release responsibility to students techniques for intensifying instruction when readers need more support. In implementing the standards, writes Gretchen, we want children to deeply engage with multiple forms of reading. I wrote this book to offer encouragement to stay grounded in meaningful instruction, and to offer a set of strategies that emphasize meaningful reading. Respond to the Common Core with The Common Core Lesson Book-you'll help students meet the standards, and so much more.

    Written by award-winning educators from successful PLC schools, this book demonstrates how to create three tiers of interventions from basic to intensive to address student learning gaps. You will understand what a successful program looks like, and the many reproducible forms and activities will help your team understand how to make RTI work in your school."

    In this affecting and inspiring collection of essays, Emma Dabiri draws on both academic discipline and lived experience to probe the ways many of us are complacent and complicit—and can therefore combat—white supremacy. She outlines the actions we must take, including:Stop the DenialInterrogate WhitenessAbandon GuiltRedistribute ResourcesRealize this shit is killing you too . . . To move forward, we must begin to evaluate our prejudices, our social systems, and the ways in which white supremacy harms us all. Illuminating and practical, What White People Can Do Next is essential for everyone who wants to go beyond their current understanding and affect real—and lasting—change.

    Fresh-mouthed and free-spirited, the irrepressible Madame Esmé—as she prefers to be called—does the cha-cha during multiplication tables, roller-skates down the hallways, and puts on rousing performances with at-risk students in the library. Her diary opens a window into a real-life classroom from a teacher’s perspective. While battling bureaucrats, gang members, abusive parents, and her own insecurities, this gifted young woman reveals what it takes to be an exceptional teacher.  Heroine to thousands of parents and educators, Esmé now shares more of her ingenious and yet down-to-earth approaches to the classroom in a supplementary guide to help new teachers hit the ground running. As relevant and iconoclastic as when it was first published, Educating Esmé is a classic, as is Madame Esmé herself.

    This fable, featuring dreamy heroes and accidental heroines, has shuttered the movement firmly in the past, whitewashed the forces that stood in its way, and diminished its scope. And it is used perniciously in our own times to chastise present-day movements and obscure contemporary injustice.In A More Beautiful and Terrible History award-winning historian Jeanne Theoharis dissects this national myth-making, teasing apart the accepted stories to show them in a strikingly different light. We see Rosa Parks not simply as a bus lady but a lifelong criminal justice activist and radical; Martin Luther King, Jr. as not only challenging Southern sheriffs but Northern liberals, too; and Coretta Scott King not only as a "helpmate" but a lifelong economic justice and peace activist who pushed her husband's activism in these directions.Moving from "the histories we get" to "the histories we need," Theoharis challenges nine key aspects of the fable to reveal the diversity of people, especially women and young people, who led the movement; the work and disruption it took; the role of the media and "polite racism" in maintaining injustice; and the immense barriers and repression activists faced. Theoharis makes us reckon with the fact that far from being acceptable, passive or unified, the civil rights movement was unpopular, disruptive, and courageously persevering. Activists embraced an expansive vision of justice--which a majority of Americans opposed and which the federal government feared.By showing us the complex reality of the movement, the power of its organizing, and the beauty and scope of the vision, Theoharis proves that there was nothing natural or inevitable about the progress that occurred. A More Beautiful and Terrible History will change our historical frame, revealing the richness of our civil rights legacy, the uncomfortable mirror it holds to the nation, and the crucial work that remains to be done.

    He effectively demonstrates theory with rich examples from his own teaching. Teacher educators and staff developers will find Meet Me in the Middle to be a wonderful handbook of best practices and insights to share with new teachers, including second-career individuals coming from other professions.

    It's a book that will be treasured and shared by every teacher in America—and everyone who's ever loved or learned from one.