A Research-Practice Partnership to Build District Capacity to Conduct Site-Based Mathematics Professional Development

• In Event: Supporting and Sustaining Productive Research-Practice Partnerships in STEM

Abstract

Purpose
This paper presents the co-design processes and outcomes of a Research-Practice Partnership (RPP) between a university research team and the mathematics department of an urban school district (UUSD) to build district capacity to conduct school-based mathematics professional development (PD).
Perspective
This specific work is funded by a grant; however, it exists within a larger structure and formal partnership that has the mission to “unite research and practice to shape educational practices and policies that maximize educational experiences and achievement for all students” (University/UUSD Partnership). The project, like all research approved by the district, addresses this mission.
UUSD developed a CCSSM-compatible task-based curriculum as part of its vision to provide “each and every student the quality instruction and equitable support required to thrive in the 21st century” (UUSD, p. 3). To sustain the implementation of the curriculum, the research and district teams are working collaboratively to build capacity to conduct PD focused on the vision that “all students will make sense of rigorous mathematics in ways that are creative, interactive, and relevant in heterogeneous classrooms” (Mathematics Department, 2017).
Modes of Inquiry
The RPP is applying design-based implementation research to adapt interrelated models of PD and teacher leader preparation (TLP) to UUSD’s goals. University and district partners are collaborating to iteratively enact and revise the models with the goal of building the capacity of a cadre of school-based teacher leaders (TLs) and district PD providers so the work is sustained independently of external funding, and to study the processes and outcomes.
Sources of Evidence
Evidence for how we are collaborating to co-design and enact the two models is drawn from interviews, meeting notes, and field observations from district TLP sessions and TLs’ PD workshops.
Key Findings
Preliminary findings indicate that the lack of principal support at a school impacts the TLs’ ability to conduct PD. In addition, principals and teachers face competing demands for collaboration time. To address these challenges, the district is working to clarify priorities and we are being more strategic in how the work is communicated with principals.
Key affordances include a district commitment to fund, and create a calendar for, a significant amount of PD time. District personnel handle logistics such as finding space and managing paperwork so that TLP takes place and TLs are paid. Math coaches also provide consistent, aligned support for teaching. In AY 17-18 the district is leading the TLP. Finally, although there is significant churn, the district team and most school teams are large enough that the work is sustained beyond the loss of individuals.
Scientific or scholarly significance
This work is situated in multiple levels in the district – classroom, school, and district – so it serves as a model to others working in complex systems to initiate and sustain rigorous changes in teaching and learning. The key processes and tools we are developing to build school district capacity to enact visions of learning and teaching that support the success of all students will be shared with other researchers and districts.

Authors

• Hilda Borko, Stanford University

• Janet Carlson, Stanford University

• Emma Trevino, San Francisco Unified School District