Los Angeles, CA | February 2017
Brilliant Failure to (De)Construct the (Im)Possible Problem
Annual Conference | January 3-7, 2017 | Honolulu, Hawaii
Defense of Practice: Teacher Leaders and Administrators’ Articulation of Continuous Improvement to Increase Students’ Mathematical Thinking
Annual Conference | October 9-11, 2016 | Anaheim, CA
Supporting the Success of ALL Students in K-12 Mathematics Thinking
Annual Meeting | April 8-12, 2016 | Washington, D.C.
Learning From Teacher Leader Preparation Programs
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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