PME-NA

Positioning K-8 Classroom Teachers as Mathematics Instructional Leaders

• In Event: Professional Development

Description

In this research report, we consider how to empower K-8 teachers as mathematics instructional leaders to initiate and sustain improvements within their schools, as a practical and sustainable model of enacting change in mathematics education more broadly by developing leadership from within. We share the theoretical framework and findings from a 5-year National Science Foundation project, guided by NCTM’s Catalyzing Change Framework. We utilized a longitudinal mixed methods approach, collecting data on teachers’ knowledge, instructional practices, leadership practices, and self-perception of growth throughout the project, triangulated with focus group data from teachers’ school administration, project leaders, and logs of leadership activities. Findings indicate positive change in teachers’ knowledge and practices and in their role as instructional leaders in their schools, district, and the mathematics education community. We conclude by sharing factors that appeared to support teachers’ growth as instructional leaders and implications for practice and research.

Authors

• Melissa Boston, Duquesne University

• Sarah B. Bush, University of Central Florida

• Juli Dixon, University of Central Florida

• Lisa Brooks, University of Central Florida

• Brian Moore, University of Central Florida