The PRIME Leadership Framework: Principles and Indicators for Mathematics Education Leaders

National Council of Supervisors of Mathematics

ISBN 10: 193400927X / ISBN 13: 9781934009277

Published by Solution Tree, 2008

About this Item

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Bibliographic Details

• Title: The PRIME Leadership Framework: Principles and Indicators for Mathematics Education Leaders
• Publisher: Solution Tree
• Publication Date: 2008
• Language: English
• ISBN 10: 193400927X
• ISBN 13: 9781934009277
• Binding: Perfect Paperback
• Condition: Very Good

About this title

Synopsis

The PRIME Leadership Framework describes the leadership principles and action indicators that the National Council of Supervisors of Mathematics endorses and that all mathematics education leaders should aspire toward to create equity and excellence in math education for all students. The PRIME Leadership Framework does not describe or endorse any specific leadership style. The framework is intended to engage leaders in conversations about what should be the focus of individual and collective leadership actions, energy, and effort, and seeks to expand the role of teacher leaders in mathematics education. PRIME is a what to do document and not a prescriptive how to do or how to be document. Accordingly, the PRIME Framework views leadership responsibility as founded upon three essential themes: 1. Success for every student, teacher, and leader 2. Research-informed teacher actions 3. Teacher collaboration and professional learning The Framework is based upon the following four essential principles of leadership that drive an improved future for mathematics education: 1. Equity Leadership to ensure high expectations and access to meaningful mathematics learning for every student. 2. Teaching and Learning Leadership to ensure high expectations and access to meaningful mathematics instruction every day. 3. Curriculum Leadership to ensure relevant and meaningful mathematics in every lesson. 4. Assessment Leadership to ensure timely, accurate monitoring of student learning and adjustment of teacher instruction for improved student learning.