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

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Abstract

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=67) participated in the 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 among early adopters, but for others it may raise awareness of shortcomings in teacher leadership within their school or district. The results also suggest that differing exposure to MLC may have an effect on teachers’ instructional practice. Implications for school-wide and district-wide organizational change will be discussed.

Authors

• Linda J Lee, SmartStart Evaluation and Research

• Katharine Clemmer, Loyola Marymount University

• Katie Laskasky, Loyola Marymount University