Math Instructional Leadership Tools
Free leadership for effective math coaching and collaborative planning
Effective collaborative planning ensures that teachers have the time they need to set clear lesson outcomes, anticipate and adjust their instruction to meet students’ needs, and improve their practice in a specific focus area. And, with the help of a math classroom observation tool, leaders can ensure that collaborative planning time is focused on the most important aspects of math instruction.
Explore our guidance, tools, and protocols for supporting high-quality math instruction below.
The Instructional Practice Guide
The Math Instructional Practice Guide is a classroom observation tool that describes “core actions” associated with standards-aligned content, effective teaching, and meaningful student engagement. Each core action includes indicators and a rating scale, making it easy to identify trends across classrooms and track progress over time.
You can use this tool to establish a vision for high-quality instruction and focus improvement efforts where they’re most needed.
Protocol for Math Unit Internalization
Unit internalization is the process by which teachers study a unit to deeply understand what students are expected to learn, how students will be assessed, and the arc of learning over the course of the unit.
Our Math Unit Internalization Protocol is designed to deepen educators’ understanding of the unit, including mathematical concepts, visual models, and connections across lessons. It can be used as a guide for teachers in preparation for a PLC (here is a template for math PLC agenda you can use with your team).
Protocol for Math Lesson Preparation
Once teachers have identified the unit-level learning goals and pinpointed the key lessons that will have the most impact on those goals, they can dive into the detailed process of lesson preparation.
Our Math Lesson Preparation Protocol is designed to guide teachers through the process of: 1) articulating the goal of the lesson (content and skill); 2) doing the work of the lesson and determining what students need to know and do to be successful; 3) identifying where the most time is needed in the lesson; and 4) using formative assessment data to determine when to incorporate bridge tasks and mini lessons to support student learning.
Looking for more resources to strengthen your PL structures?
Explore our Professional Learning Conditions and Practices for action plans, practical tools, and guidance for strengthening professional learning structures in your school.
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