图书简介

Preface \\ Acknowledgements \\ About the Authors \\ Part 1 Creating a Roadmap: Big Ideas of Coaching, Teaching, and Learning \\ Chapter 1. Coaching for Mathematical Proficiency \\ Leading for Mathematical Proficiency (LMP) Framework \\ Coaching Cycle \\ Getting Started \\ Chapter 2. Implementing Effective Teaching \\ Coach’s Digest \\ Overview of Implementing Effective Teaching \\ Coaching Considerations for Professional Learning \\ Coaching Lessons from The Field \\ Coaching Questions for Discussion \\ Where to Learn More \\ Coach’s Tookit \\ 2.1 Shifts in Classroom Practice Self-Assessment \\ 2.2 Essential Planning Questions for Effective Teaching \\ 2.3 Practices, Shifts, and Zones (Oh My) \\ 2.4 Mathematical Practices by Design \\ 2.5 Lesson Plan Template \\ 2.6 Mathematical Practice Look Fors \\ 2.7 Shifts in Classroom Practice \\ 2.8 Effective Teaching Look Fors \\ 2.9 Noticing Mathematical Practices \\ 2.10 Mapping Teaching Moves to Shifts in Classroom Practice \\ 2.11 Effective Teaching of Mathematics \\ Part II Exploring Zones on the Journey: Professional Learning Focus Areas \\ Chapter 3. Content Kowledge and Worthwhile Tasks \\ Coach’s Digest \\ Overview of Content Knowledge and Worthwhile Tasks \\ Coaching Considerations for Professional Learning \\ Coaching Lessons from the Field \\ Connecting to the Leading For Mathematical Proficiency (LMP) Framework \\ Coaching Questions for Discussion \\ Where to Learn More \\ Coach’s Toolkit \\ 3.1 Connecting Shifts to Content and Worthwhile Tasks Self-Assessment \\ 3.2 Connecting Shifts to Content and Tasks \\ 3.3 Focus on Fluency \\ 3.4 P.I.C.S. Page \\ 3.5 Analyzing Level of Cognitive Demand \\ 3.6 Worthwhile Task Analysis \\ 3.7 Developing Mathematical Proficiency \\ 3.8 Implementing Cognitively Demanding Tasks \\ 3.9 Impact on Students’ Emerging Fluency \\ 3.10 Reflecting on Task Implementation \\ Chapter 4. Engaging Students \\ Coach’s Digest \\ Overview of Engaging Students \\ Coaching Considerations for Professional Learning \\ Coaching Lessons from the Field \\ Connecting to the Leading for Mathematical Proficiency (LMP) Framework \\ Coaching Questions for Discussion \\ Where to Learn More \\ Coach’s Toolkit \\ 4.1 Connecting Shifts to Engaging Students Self-Assessment \\ 4.2 Total Participation Technique (TPT) Planning \\ 4.3 Planning or Cooperative Groups \\ 4.4 Engagement Techniques \\ 4.5 Cooperative Groups Data Gathering \\ 4.6 Engagement Techniques Discussion Prompts \\ 4.7 Reflecting on Cooperative Groups \\ 4.8 Analyzing Learning in Cooperative Groups \\ Chapter 5. Questioning and Discourse \\ Coach’s Digest \\ Overview of Questioning and Discourse \\ Coaching Considerations for Professional Learning \\ Coaching Lessons from the Field \\ Connecting to the Leading for Mathematical Proficiency (LMP) Framework \\ Coaching Questions for Discussion \\ Where to Learn More \\ Coach’s Toolkit \\ 5.1 Connecting Shifts to Questioning and Discourse Self-Assessment \\ 5.2 High-Level Thinking Questions \\ 5.3 Questioning Across Lesson Phases \\ 5.4 Questioning Across Lesson Phases (focus on Productive Struggle) \\ 5.5 Bloom’s Taxonomy (Revised) and Mathematical Knowledge \\ 5.6 Questioning Patterns \\ 5.7 Wait Time \\ 5.8 Productive Discussion and Talk Moves \\ 5.9 Question and Discourse Discussion Prompts \\ 5.10 Reflecting on Bloom’s Taxonomy (Revised) and Mathematical Knowledge \\ Chapter 6. Formative Assessment \\ Coach’s Digest \\ Overview of Formative Assessment \\ Coaching Considerations for Professional Learning \\ Coaching Lessons from the Field \\ Connecting to the Leading for Mathematical Proficiency (LMP) Framework \\ Coaching Questions for Discussion \\ Where to Learn More \\ Coach’s Toolkit \\ 6.1 Connecting Shifts to Formative Assessment Self-Assessment \\ 6.2 Planning for Five “Key Strategies” for Formative Assessment \\ 6.3 Developing Questions to Target Misconceptions \\ 6.4 Using Rubrics for Formative Assessment \\ 6.5 Observing and Providing Feedback \\ 6.6 Observing Students’ Thinking \\ 6.7 Observing Students’ Representations \\ 6.8 Brief Formative Assessment Interview \\ 6.9 Five “Key Strategies” for Formative Assessment Data Collection \\ 6.10 Using Rubrics for Formative Assessment \\ 6.11 Analyzing Formative Assessment Key Strategies \\ Chapter 7. Analyzing Student Work \\ Coach’s Digest \\ Overview of Analyzing Student Work \\ Coaching Considerations for Professional Learning \\ Coaching Lessons from the Field \\ Connecting to the Leading for Mathematical Proficiency (LMP) Framework \\ Coaching Questions for Discussion \\ Where to Learn More \\ Coach’s Toolkit \\ 7.1 Connecting Shifts to Analyzing Student Work Self-Assessment \\ 7.2 One Day/Many Artifacts Planning \\ 7.3 Planning Task Implementation \\ 7.4 Understanding Student Thinking \\ 7.5 Analyzing One Student’s Work \\ 7.6 Analysis of Students’ Misconceptions \\ 7.7 Collaborative Analysis Protocol \\ Chapter 8. Differentiating Instruction for All Learners \\ Coach’s Digest \\ Overview of Differentiating Instruction \\ Coaching Considerations for Professional Learning \\ Coaching Lessons from the Field \\ Connecting to the Leading for Mathematical Proficiency (LMP) Framework \\ Coaching Questions for Discussion \\ Where to Learn More \\ Coach’s Toolkit \\ 8.1. Connecting Shifts to Differentiated Instruction Self-Assessment \\ 8.2 Student Diversity \\ 8.3 Meeting Individual Needs \\ 8.4 Different Ways to Differentiate a Lesson \\ 8.5 Opening Closed Tasks \\ 8.6 Focus on Five \\ 8.7 Differentiating Instruction \\ 8.8 Learning from Focus on Five \\ 8.9 Impact of Open /Tiered/Parallel Tasks \\ Chapter 9. Supporting Emergent Multilingual Students \\ Coach’s Digest \\ Overview of Supporting Emergent Multilingual Students \\ Coaching Considerations for Professional Learning \\ Coaching Lessons from the Field \\ Connecting to the Leading for Mathematical Proficiency (LMP) Framework \\ Coaching Questions for Discussion \\ Where to Learn More \\ Coach’s Toolkit \\ 9.1 Connecting Shifts to Supporting Emerging Multilingual Students Self-Assessment \\ 9.2 Culturally Responsive Mathematics Instruction (CRMI) \\ 9.3 Planning Strategies to Support Emergent Multilingual Students \\ 9.4 Diagnostic Interview \\ 9.5 Focus on Culturally Responsive Mathematics Instruction (CRMI) \\ 9.6 Teaching to Support Emergent Multilingual Students \\ 9.7 Reflecting on Support Emergent Multilingual Students \\ 9.8 Reflecting on Using a Diagnostic Interview \\ Chapter 10. Supporting Students with Special Needs \\ Coach’s Digest \\ Overview of Supporting Students with Special Needs \\ Coaching Considerations for Professional Learning \\ Coaching Lessons from the Field \\ Connecting to the Leading for Mathematical Proficiency (LMP) Framework \\ Coaching Questions for Discussion \\ Where to Learn More \\ Coach’s Toolkit \\ 10.1 Connecting Shifts to Supporting Students with Special Needs Self-Assessment \\ 10.2 Challenges and Support Structures \\ 10.3 Structuring a Lesson to Support Students with Special Needs \\ 10.4 Effective Teaching for Students with Special Needs \\ 10.5 Implementing Support Structures for Students with Special Needs \\ 10.6 Reflecting on Effective Teaching for Students with Special Needs \\ 10.7 Reflecting on Structuring a Lesson for Built-In Success \\ Part III Navigating a Successful Journey: Strategies and Tools for You, the Coach \\ Chapter 11. Interacting With Colleagues \\ Coach’s Digest \\ Overview of Interacting with Colleagues \\ Building Trust \\ Establishing Rapport \\ Listening \\ Paraphrasing \\ Posing Questions \\ Where to Learn More \\ Chapter 12. Presenting Professional Development \\ Coach’s Digest \\ Overview of Presenting Professional Development \\ Tips for Presenting Professional Development \\ Coaching Lessons from the Field \\ Where to Learn More \\ Coach’s Toolkit \\ 12.1 Professional Development Overview Planning \\ 12.2 Professional Development Planning Checklist \\ 12.3 Professional Development Planning Template \\ 12.4 Differentiating Professional Development \\ 12.5 Evaluating Professional Development \\ 12.6 Sample Professional Development Activity: Grouping Strategy (P.I.C.S. Page) \\ 12.7 Sample Professional Development Activity: Grouping Strategy (Shape Partners) \\ 12.8 Sample Professional Development Activity: Mathematical Practices Mini-Vignettes \\ 12.9 Sample Professional Development Activity: Mathematical Practices Playing Cards \\ 12.10 Sample Professional Development Activity: Questioning and the Mathematical Practices \\ 12.11 Sample Professional Development Activity: Effective Teaching Practices \\ Chapter 13. Facilitating Professional Learning Communities \\ Coach’s Digest \\ Overview of Facilitating Professional Learning Communities \\ Tips for Facilitating Professional Learning Communities \\ Coaching Lessons from the Field \\ Where to Learn More \\ Coach’s Toolkit \\ 13.1 Meeting Standards Self-Assessment and Reflection \\ 13.2 Facilitator Proficiency Scale \\ 13.3 Sample Facilitation Activity: Appreciative Inquiry Protocol \\ 13.4 Sample Facilitation Activity: Paraphrasing \\ 13.5 Sample Facilitation Activity: Inclusion Strategies \\ 13.6 Sample Facilitation Activity: Task Talk Protocol \\ Appendix: Bookmarks \\ Glossary \\ References

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