Success Story: Newhall School District
What Other Team Agreements Are Necessary?
What Are Mathematics SMART Goals?
Success Story: Aloha-Huber Park K–8
What Are Essential Learning Standards?
How Teams Make Sense of Standards, Essential Learning Standards, and Lesson Targets
What Are Common Mid-Unit and End-of-Unit Assessments?
How Teams Create Quality Common Assessments
How Teams Calibrate Scoring of Assessments
How Teams Turn Data Into Information
Success Story: Clark County School District
What Teams Learn From Student Work
How Students Can Reflect and Set Goals From Common Assessments
What Are Systematic Interventions?
Success Story: Don Pedro Elementary School
How Teams Plan for Tier 2 Interventions
How Effective Are Tier 2 Interventions?
Six Elements of Quality Lesson Design
Why Teach Each Lesson in a Unit?
What Is Necessary for Quality Discourse in a Lesson?
Success Story: Anoka-Hennepin School District
How Lessons Should Begin and End
How to Address Academic Vocabulary and Notation
What Teams Can Learn From Lesson Study and Instructional Rounds
Success Story: Ramona Junior High
Why Have Common Independent Practice?
What to Consider for Independent Practice Assignments
Success Story: Phoenix Union High School District
How to Address Common Independent Practice in Class
Is Equity a Part of Team Grading Practices?
Success Story: Sanger Unified School District
Success Story: Visalia Unified School District
What Is a Team or Department Mathematics Vision?
How Will We Celebrate and Reflect, Refine, and Act on Our Work as a Team?
PART 4: References and Resources
The Mathematics at Work™ Plan Book
Mathematics at Work is built on the fundamental belief that every K–12 student can learn mathematics. To achieve this purpose, teachers and leaders of mathematics establish a reflect, refine, and act formative learning process for their students and themselves.
Mathematics at Work offers a comprehensive Professional Learning Communities (PLCs) at Work® approach to achieving mathematics success in K–12 classrooms. The Mathematics at Work framework empowers teachers, teacher teams, and mathematics education leaders to reflect on and refine current assessment, intervention, homework, and lesson designs based on high-quality, research-affirmed criteria.
The PLC at Work process is one of the best and most promising models a school or district can use to build a more equitable response for student learning. The work of collaborative teacher teams—especially in mathematics—when focused on the right assessment, instruction, and intervention criteria, will erase potential inequities in student learning. These collaborative team criteria lead to the sustained and substantive school-improvement process that characterizes PLCs at Work.
Since the mid-1990s, Richard DuFour, Robert Eaker, and Rebecca DuFour—the architects of the PLC at Work process—championed