Introduction

• assisting with team and individual program planning related to effective mathematicsinstruction. The lead math teacher’s timetable may include a regular blockof time to meet with colleagues for program planning;• working with staff to identify, select, and organize mathematic resources for theschool. Although the lead teacher in each division may facilitate this process, allteachers within the division should be involved in deciding what resources topurchase, keeping in mind current research and board and ministry directives.The lead teacher may also work with others to organize, store, and develop a signoutprocedure for shared resources such as manipulatives and teacher resourcebooks, and to monitor the use of those resources. Some schools keep mathematicsresources in specific storage areas; others keep them in bins in the classroom usedby the lead math teacher;• working with the principal and colleagues to schedule uninterrupted blocks ofclassroom time for mathematics instruction and related activities;• helping colleagues plan the activities for the blocks of time dedicated to math;• demonstrating for classroom teachers how to use instructional time effectively.The lead teacher may also demonstrate how a classroom teacher can monitor timeon task and suggest ways to capitalize on every opportunity to review mathematicsskills – for example, as the class lines up to exit the room or when a student wondersaloud how much time is left until recess;• supporting the administration in planning the use of release time for staff duringthe school day that is to be dedicated to improving mathematics instruction;• connecting with the parents of students through presentations at school councilmeetings, regular math newsletters, and Kindergarten orientation sessions andother information meetings;• providing parents with strategies for home review and practice of mathematics skills,and encouraging and training parents to be effective school volunteers;• encouraging and supporting other teachers in reviewing student work, interpretingassessment results, analysing students’ strengths and needs, setting goals, andfocusing appropriate instructional strategies on the areas of student needs;• assisting teachers with the development and administration of assessment tools,the interpretation of assessment results for their individual classes, and subsequentprogram planning;• meeting with an individual teacher to discuss results of assessments for thatteacher’s class and to help plan future programming and strategies;• engaging in reflective discussions with other teachers about current instructionalpractice, with a view to improving it.The role of the lead teacher may vary from board to board and school to school.Each board, working with its school administrators, needs to determine if and how12 A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 6 – Volume One