Mathematics Unit Planning in a PLC at Work®, Grades PreK-2. Timothy D. Kanold

Appendix B: Team Checklist and Questions for Mathematics Unit Planning

       Generate Essential Learning Standards

       Create a Unit Calendar

       Identify Prior Knowledge

       Determine Vocabulary and Notations

       Identify Resources and Activities

       Agree on Tools and Technology

       Record Reflection and Notes

       Team Questions to Generate Essential Learning Standards

       Team Questions to Create a Unit Calendar

       Team Questions to Identify Prior Knowledge

       Team Questions to Determine Vocabulary and Notations

       Team Questions to Identify Resources and Activities

       Team Questions to Determine Tools and Technology

       Team Questions to Record Reflection and Notes

       References and Resources

       Index

      About the Authors

      Sarah Schuhl, MS, is an educational coach and consultant specializing in mathematics, professional learning communities (PLCs), common formative and summative assessments, school improvement, and response to intervention (RTI). She has worked in schools as a secondary mathematics teacher, high school instructional coach, and K–12 mathematics specialist.

      Schuhl was instrumental in the creation of a PLC in the Centennial School District in Oregon, helping teachers make large gains in student achievement. She earned the Centennial School District Triple C Award in 2012.

      Schuhl designs meaningful professional development in districts throughout the United States. Her work focuses on strengthening the teaching and learning of mathematics, having teachers learn from one another when working effectively as collaborative teams in a PLC at Work®, and striving to ensure the learning of each and every student through assessment practices and intervention. Her practical approach includes working with teachers and administrators to implement assessments for learning, analyze data, collectively respond to student learning, and map standards.

      Since 2015, Schuhl has coauthored the books Engage in the Mathematical Practices: Strategies to Build Numeracy and Literacy With K–5 Learners and School Improvement for All: A How-To Guide for Doing the Right Work. She is a coauthor (with Timothy D. Kanold) of the Every Student Can Learn Mathematics series and the Mathematics at Work™Plan Book.

      Previously, Schuhl served as a member and chair of the National Council of Teachers of Mathematics (NCTM) editorial panel for the journal Mathematics Teacher and is currently serving as secretary of the National Council of Supervisors of Mathematics (NCSM). Her work with the Oregon Department of Education includes designing mathematics assessment items, test specifications and blueprints, and rubrics for achievement- level descriptors. She has also contributed as a writer to a middle school mathematics series and an elementary mathematics intervention program.

      Schuhl earned a bachelor of science in mathematics from Eastern Oregon University and a master of science in mathematics education from Portland State University.

      To learn more about Sarah Schuhl’s work, follow @SSchuhl on Twitter.

      Timothy D. Kanold, PhD, is an award-winning educator, author, and consultant and national thought leader in mathematics. He is former director of mathematics and science and served as superintendent of Adlai E. Stevenson High School District 125, a model PLC district in Lincolnshire, Illinois.

      Dr. Kanold is committed to equity and excellence for students, faculty, and school administrators. He conducts highly motivational professional development leadership seminars worldwide with a focus on turning school vision into realized action that creates greater equity for students through the faculty and administrators’ effective delivery of the PLC process.

      He is a past president of the NCSM and coauthor of many best-selling mathematics textbooks over several decades. Dr. Kanold has authored or coauthored sixteen books on K–12 mathematics and school leadership since 2011, including the best-selling and IPPY 2018 Gold Medal Award–winning book HEART! He also has served on several writing commissions for the NCTM and has authored numerous articles and chapters on school leadership and development for education publications since 2006.

      Dr. Kanold received the 2017 Ross Taylor/Glenn Gilbert Leadership Award from the NCSM, the international 2010 Damen Award for outstanding contributions to the leadership field of education from Loyola University Chicago, the 1986 Presidential Awards for Excellence in Mathematics and Science Teaching, and the 1994 Outstanding Administrator Award from the Illinois State Board of Education. He serves as an adjunct faculty member for the graduate school at Loyola University Chicago.

      Dr. Kanold earned a bachelor’s degree in education and a master’s degree in mathematics from Illinois State University. He also completed a master’s degree in educational administration at the University of Illinois and received a doctorate in educational leadership and counseling psychology from Loyola University Chicago.

      To learn more about Timothy D. Kanold’s work, follow @tkanold on Twitter.

      Jennifer Deinhart, MEd, is an educational consultant and K–8 mathematics specialist. Deinhart is currently working as a mathematics instructional coach at Rose Hill Elementary, part of Fairfax County Public Schools. During her time at Mason Crest Elementary in Annandale, Virginia, the school was recognized as the first national model PLC school to receive the DuFour Award. A passionate educator with more than twenty years of experience working with diverse populations within Title I schools, she works collaboratively with teams of teachers to provide quality mathematics instruction.

      Deinhart has been part of multiple leadership teams and now also supports schools around the nation in learning and implementing the PLC at Work process. She has worked with others to develop meaningful collaborative team structures that focus on student learning, reflecting on results, and designing instruction that meets the needs of all learners. Deinhart coauthored an article that appeared in the Journal of Mathematics and Science: Collaborative Explorations and has been a leader on several curriculum projects for Fairfax County Public Schools.

      She received