With new opportunities comes new understanding. As many of
us move ahead with our goal of providing a learning environment that follows a
continuous growth model how do we tackle all the possible roadblocks along the
way? There is so much to think about: is our curriculum viable, are we
following best practice for each content area, are we meeting the needs of all
our students? Wow, a lot to think about. It forces me to reflect on who am I a
leader or a manager? I’ve come to the conclusion that a good manager is a good
leader and great leaders are great managers. Yes I’m taking the middle ground.
Not because I can’t make a decision but because there are times in all my
professional “duties” that I have been asked to “manage” situations and also to
“lead” people and I think that is the key.
We as the next generation of leaders need to understand and
trust those around us. Provide everyone with the proper tools to be effective
leaders within their classrooms, building and the district. We also need to
manage situations so that there are opportunities for people to become leaders.
We need to remove or at least lower the barriers that might be in the
way. If we are strong instructional leaders we should be always
considering how learning is going to take place in each of our buildings. Are
we working as a system? Not lock step with each other, rather all working systematically
toward a common goal for our common clients with common work. So this gets back
to the earlierquestion, which barrier I try to tear down first. All of them. However, I
can’t do it alone. Working with the other leaders around me and empowering them
to: model the way, to inspire a shared vision, to challenge the process to make
it better, fostering collaboration in which enables others to act and finally
celebrate the values and victories along the way.
Again where do we start?
The answer is with best practice. Below are some additional tools for
your toolbox on mathematical teaching practices:
Principles to Actions Ensuring
Mathematical Success for All (2014) NCTM Executive Summary https://www.nctm.org/uploadedFiles/Standards_and_Focal_Points/Principles_to_Action/PtAExecutiveSummary.pdf
Continuing its tradition of mathematics education leadership, NCTM has
undertaken a major initiative to define and describe the principles and actions,
including specific teaching practices, that are essential for a high-quality
mathematics education for all students.
Strategies and Challenges Regarding the Mathematics Needs of Special Education Students
This research briefs synthesize the research on mathematics teaching for special needs students. It discusses effective instructional strategies http://www.nctm.org/news/content.aspx?id=8452
