The Imperfect and Unfinished Math Teacher [Grades K-12]

Chase Orton's unique career path has been guided by his passion for creating productive and inspired math classrooms that are engaging and fulfilling for both students and their teachers. After graduating from Wheaton College in Norton, MA, he embarked on a 12-year journey as a math teacher at three different schools: The Forman School in Litchfield, CT; The Eagle Rock School and Professional Development Center in Estes Park, CO; and Environmental Charter High School in Lawndale, CA. In 2012, Chase founded Mobius Educational Consulting and ventured out as an independent collaborator with different non-profits and school districts in California. He's worked as an instructional coach for Los Angeles Education Partnership and the Partnership for Los Angeles Schools. He partnered with the Center for Mathematics and Teaching as lead author of MathLinks, a comprehensive middle school math curriculum. He is a Desmos Fellow and a Certified Facilitator for Illustrative Mathematics. As an accomplished facilitator of lesson study for K-12 math teachers, Chase currently invests his professional time partnering with districts who are interested in taking a teacher-centered, teacher-directed approach to professional development. The Imperfect and Unfinished Teacher of Mathematics is his first book. An aspiring storyteller, Chase lives on the road and is currently collecting stories from math teachers all over the country. Interested in having Chase come visit you? He would love to hear from you. You can follow Chase on Twitter (@mathgeek76) and online at www.chaseorton.com. He shares his stories from the road on Instagram (@TheTravelingStoop).

Foreword Introduction: Grace and the Art of Not Knowing Chapter 1: The Need for a New Culture of Professionalism Interlude 1: More Details about the Journey Ahead Chapter 2: Professional Flourishment Interlude 2: The Structured Activities on Our Journey Chapter 3: Expanding Our Potential with Deliberate Practice Interlude 3: Your Vision of Equity Chapter 4: Creating Vantage to Test Beliefs Interlude 4: What Is Your Teaching Story? Chapter 5: Teaching Is a Cultural Activity Interlude 5: What Is Your Math Story? Chapter 6: Craving Nourishment Interlude 6: How Do Your Students See You? Chapter 7: The Steep Price of a Divided Life Interlude 7: Why Is Math Class Not Working for Some of Your Students? Chapter 8: A Window into a Story-Focused Math Class Interlude 8: Actions to Position Learners as Capable Chapter 9: Four Equity Actions for the Story-Focused Teacher Interlude 9: Actions to Share Authority Chapter 10: Establishing Learning Objectives in a Story-Focused Classroom Interlude 10: Actions to Keep Math Stories Unfinished Chapter 11: More Equity Actions for the Story-Focused Classroom Interlude 11: The Journey Ahead Epilogue: Further Still

I'd love to see every math teacher take the kind of thoughtful and professional approach to their journey of learning that Chase Orton invites us to. Chase invites us to disrupt the status quo of professional development. He asks teachers to see past the top-down barriers and systemic constraints-politics, high-stakes tests, yo-yo administrative decisions, and all kinds of compliance and evaluation measures-to take charge of our own professional learning. Chase calls on us to see our practice through the eyes of our students, and at the same time to reflect on our practice and to collaborate with colleagues in genuine ways for mutual growth. Grounded in real stories of students' experiences and teachers' journeys, he offers concrete, interactive strategies teachers can use to continually move closer to being the teachers we want to be-those who are always focused on our goal of more and more effectively helping every one of our students become curious mathematical thinkers who embrace the power of mathematics and see themselves as 'math people.' -- Cathy Seeley * McDade, TX * As one of the most reflective, insightful, and thoughtful educators I've ever worked with in my 30 years of math education, Chase Orton delivers an emotive call to action for teachers to reclaim control over their professional growth. The Imperfect and Unfinished Math Teacher takes the most impactful components of lesson study and packages them in a way that accommodates the chaotic realities of day-to-day life as classroom teachers. Join Chase on a journey to empower yourself and each other by learning how to be active partners in each other's professional growth. -- Mark Goldstein * Redondo Beach, CA * The vast majority of teacher professional development doesn't make a lasting difference, and it's time for us to disrupt the status quo. The Imperfect and Unfinished Math Teacher empowers all math educators to take control of their professional learning by laying out what needs to change, why it's so important, and how to get started. If you and your colleagues are seeking a more fulfilling and rewarding approach to improving your teaching craft, this is the book for you. -- Robert Kaplinsky * Long Beach, CA * The Unfinished and Imperfect Math Teacher is a clarion call to disarming, dismantling, and disrupting the math classroom that is loud enough to compete with a stack of Marshall amplifiers at any rock concert. The title takes the historical narrative of mathematics - slow failure - and shines a warm and illuminating light on it, inviting a collective of a new generation of teachers to be messy humans dabbling in equally messy mathematics. Written with unflinching vulnerability, compassion, and love, this book allows all readers to find and share their courage of satisfying incompleteness with an infectious purpose and energy. Chase Orton's humble manifesto for a soulful examination of our inner voice and outer intentions is the inflection point math education has been yearning for decades. -- Sunil Singh What is your math story? Likewise, what are your students' math stories? Chase Orton, still an imperfect and unfinished teacher, will not answer these questions for you. Instead, he challenges you to take on a culture of professional development that helps you - and your colleagues - to "flourish" and to do so from your students' vantage point. For too long, PD is done to us and not for us, thus we come away feeling we will never get that precious time back. It's long overdue that we take back PD through deliberate practice and honest conversations. Chase guides us in this journey, promising us nothing unless we put in the work and give ourselves grace. He asks of us what he asks of himself - to be unafraid, to be vulnerable, and to refuse to play the blame game in shaping the kind of PD that nourishes our teaching soul and sharpens our teaching craft. And for what? For our students to write their own math stories-- those that are imperfect and unfinished--so they may continue to be curious and thoughtful as learners of mathematics beyond our classroom walls. -- Fawn Nguyen * Oxnard, CA *