MLC Presentations

NCTM Annual Meeting & Expo

Washington, D.C. | April 2018

Title of Presentation

Measuring Student Mathematical Thinking

Title of Presentation

Self-Regulation: Teaching Students How to "Self-Direct" Their Learning

NCTM Regional Conference

Orlando | October 2017

Title of Presentation

Instructional Rounds: Creating shared values around student mathematical thinking

High School Math Department Keynote for the Archdiocese of Los Angeles

Los Angeles, CA | February 2017

Title of Presentation

Brilliant Failure to (De)Construct the (Im)Possible Problem

Hawaii International Conference on Education

Annual Conference | January 3-7, 2017 | Honolulu, Hawaii

Title of Presentation

Defense of Practice: Teacher Leaders and Administrators’ Articulation of Continuous Improvement to Increase Students’ Mathematical Thinking

CA STEM Symposium

Annual Conference | October 9-11, 2016 | Anaheim, CA

Title of Presentation

Supporting the Success of ALL Students in K-12 Mathematics Thinking

American Educational Research Association

Annual Meeting | April 8-12, 2016 | Washington, D.C.

Title of Paper Presentation Session

Learning From Teacher Leader Preparation Programs

Title of Paper

A Pilot Study of the Mathematics Leadership Corps on Teacher Leadership Development and Instructional Practice


This study examines the effects of Mathematics Leadership Corps (MLC), a mathematics teacher leadership development model that emphasizes shared leadership and continuous professional development to improve student learning, on teacher leadership and instructional practice within a K-12 school district. Two cohorts of K-12 teachers (n=47) participated in MLC for two years. The results from teacher questionnaires and classroom observations suggest that MLC has a positive effect on the perception of teacher leadership within their school and district among early adopters, but not for later adopters. The results also suggest that differing exposure to MLC may have an effect on teachers’ instructional practice. While both early adopters and later adopters improved quality of data-driven math instruction over time, early adopters’ instructional practice was rated higher than their counterparts’ instructional practice due to gains made in their first year of participation in MLC. Implications for school-wide and district-wide organizational change will be discussed.

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