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October 2013, Volume 20, Issue 3

FEATURES

Learning to Lead/Leading to Learn
Sheryl L. Stump
Elementary and middle school teachers in a graduate class learned to use the PRIME Leadership Framework to focus on established principles, engaging with their colleagues, and specific tasks and challenges that math coaches face.

From Teaching to Coaching
Tara Zuspan
See how this author’s journey proved that focusing an adult learning community on communication and collaboration can potentially increase student learning.

Appendix: Sample Coaching Request form

Making Shifts toward Proficiency
Maggie B. McGatha and Jennifer M. Bay-Williams
This guide will support teacher leaders who work to cultivate classrooms where developing mathematical practices is a daily, intentional goal.

Elementary Mathematics Leaders
Francis (Skip) Fennell, Beth McCord Kobett, and Jonathan A. Wray

Use this framework to examine the characteristics of EMLs and the challenges they face.

more4u-TCM-100x23 Podcast from 2013 Annual Meeting in Denver, Colorado.
Math Specialists Get Ready Now: Common Core Assessments are Coming
Presenter: Francis (Skip) Fennel


Appendix: A guide to establishing teacher needs

An Unplanned Path
Lynn M. McGarvey, Gladys Y. Sterenberg, and Julie S. Long
As a means of identifying potential new elementary school trailblazers, examine the significant points along the professional journeys of two teachers.

A Tale of Three Teachers
Sue Chapman, Allison Leonard, Sandra Burciaga, and Theresa Jernigan
Are you interested in taking an active role in improving mathematics education? These stories of informal, semiformal, and formal school leaders at work may suggest a path.

Elementary Mathematics Specialists: Influencing Student Achievement- FREE PREVIEW!
Patricia F. Campbell and Nathaniel N. Malkus
A three-year study found that those responsible for coaching math teachers positively affected student academic progress in grades 3, 4, and 5. Read why this effect took time to emerge.