Ultimate Potential Math: Leveraging Teacher Leadership and Professional Learning to Improve Student Outcomes at Scale

• In Event: 67.032 - Leveraging Teacher Learning and Leadership: Multimodal Narratives and Evidence Connecting Researchers, Policy Makers, and Practitioners

Abstract

Purpose and Perspectives
The quest to advance teacher leadership to transform educational systems (Harris, Jones & Huffman, 2017) involves consideration of the practices required to move from individual teacher-initiated changes to leveraging knowledge, skills and practices at scale within a district and beyond (Malone, Rincón-Gallardo & Kew, 2018). This paper examines the case of one school and their district that has successfully embarked on this process through funding for teacher-led Teacher Learning and Leadership Program projects (TLLP), subsequent district level funding for a Provincial Knowledge Exchange (PKE) to support the further sharing and spread of practices across the school district, and also involvement in NORCAN (Norway-Canada) to engage in collaboration in Canada and internationally.


Methods and Data
This case study explores the Ultimate Potential Math PKE developed out of two TLLP projects conducted at Monsignor John Pereyma Catholic Secondary School in Durham Catholic District School Board (DCDSB) in Ontario, Canada. In 2016-17, interviews were conducted with the TLLP and PKE project leader, the school principal, two superintendents, teachers who are part of the first cohort of DCDSB teachers to implement UP Math in schools outside of Pereyma, and students who have participated in the program. In 2017-18, follow up contact was made with the TLLP and PKE leader, the new school principal and one superintendent to investigate the further development and sustainability of the UP mathematics work.

Results and Significance
The first TLLP was based on pedagogical research concerning diverse learning needs theory and differentiated instruction. In order to understand how their students learn best and to modify lessons accordingly, the department conducted Collaborative Inquiries for Learning Mathematics which involved co-planning, team observations, and lesson analysis. The team efforts and de-privatization of classrooms energized the department and there were marked improvements in student engagement and understanding, however, deep gaps in achievement persisted. The team engaged in a research review of the evidence-based relationship between mindset and achievement, leading to what is now the central guiding principal of UP Math; Gratitude. Acknowledging the positive role that technology could play in the classroom in creating gratitude artifacts and in engaging students in learning and sharing, they applied for a second TLLP. With a class set of iPads, students began documenting and sharing their positive mindsets and leveraging educational apps to enhance learning and collaboration in math. The emphasis on a mind shift toward gratitude, combined with a collaborative mathematics inquiry approach, technology supported individualized learning and traditional pedagogical strategies is what makes the UP Math program unique and effective.

Most noteworthy, the percentage of Grade 9 students achieving the provincial standard or above in Applied Mathematics had been 17% prior to the UP Math program (2008) and, by 2013, the results had flipped to 71% of students achieving provincial standard or above. Results have fluctuated over time, but gains continue to be made and evidence also indicates positive effects for students’ engagement and self-efficacy. UP Math was implemented in all seven DCDSB secondary schools during the 2016-2017 school year.

Authors

• Leanne E Oliver, Durham Catholic District School Board

• Trish Maecker, Durham Catholic District School Board

• Suzanne Laforet, Durham Catholic District School Board

• Rosemary Leclair, Durham Catholic District School Board