Charting a Course to Mathematics Leadership - NCSM

, Associate Professor Director,Center X, University of California, Los Angeles,Los Angeles, CA Susan Birnie, NCSM Southern 1 RegionalDirector, Annandale, VAThis interactive session is designed to share withparticipants the complexities of how culture influenceslearning for diverse students. The session will includeculturally relevant concepts and principles that can haveapplicability for math teachers and learners. The sessionwill pay particular attention to various knowledge, skills,and aptitudes that can that can be useful in helping toclose the achievement gap facing many culturally diversestudents.Dr. Tyrone C. Howard is anAssociate Professor in theGraduation School of Education andInformation Studies at UCLA. Hiswork is concerned with issues ofaccess, equity, and increasing theacademic achievement of culturallydiverse students. Prior to enteringhigher education, Dr.Howard worked as an elementary school teacher inCompton, California, which is also the city where he wasborn and raised.Dr. Howard has published over 40 peer reviewed journalarticles and book chapters which address issues in socialstudies education, multicultural education, the schoolingexperiences of African American students, critical racetheory, and the historical, social, and political context ofeducation. Dr. Howards new book addresses the role ofrace and culture in examining the achievement gap. Dr.Howard has worked as a consultant for a number ofcities and school districts across the country.This session focuses on elementary-level, school-based mathcoaches drawing upon case studies from urban elementaryschools. Participants will engage in activities that explore theenactment of these roles. The activities utilize instructionalmaterials that promote reflection and discussion, usingtheoretical framing and critical inquiry methods., University of Chicago, Oak Park, IL, Michigan State University, East Lansing, MIIn this motivational and insightful session, we will explorethe three most essential leadership practices necessary tolead a sustained erosion of inequities in our schoolmathematics programs. Specific leadership connections torecommendations from the PRIME leadership Frameworkwill also be provided., NCSM Immediate Past President,Educational Author and Leadership Consultant, Chicago, ILThis interactive session leads participants through theprocess of creating professional development to supportclassroom assessment, including techniques that blend ongoingassessment for instructional planning with existingschool practices such as benchmarks tests and pacing guides.Session draws on work of Partners for MathematicsLearning, a North Carolina MSP project., Meredith College, Raleigh, NC, Appalachian State University,Boone, NCDenver Public Schools Response to Instruction (RtI) formathematics is grounded in our common core mathematicsprograms. In this session, join our journey to explore oursuccesses, challenges, and tools we have created, includingprotocols for progress monitoring, individual record of RtI,and teacher guide for differentiating classroom instruction., Denver Public Schools, Denver, CO, Denver Public Schools, Littleton, COThe Teacher Algebra Network (TAN) joins Alleghany,Ashe, and Avery County school districts and AppalachianState University in addressing algebra-readiness needs ofstudents. In this talk, project leaders will share how the ruralcontext informs the design and implementation of TAN tothe benefit of underrepresented students., Appalachian State University,Boone, NC, Appalachian State University,Boone, NC