Developing Mathematics Instructional Leaders (DEMIL)
Project Description
Developing Elementary Mathematics Instructional Leaders (DEMIL) is a collaborative, MTF capacity building project partnering Portland State University (PSU) and Hillsboro School District (HSD). The project establishes a model for mathematics teacher learning along the professional continuum (i.e., teacher candidate, novice, expert). The professional learning reflects the Effective Teaching Practices identified in Principles to Actions (PtA)(NCTM, 2014) and responds to the need to support teachers with the implementation of the Common Core State Standards in Mathematics (CCSS-M) (NGA & CCSSO, 2010). This project sets the stage for schools as a learning canvas for students as well as teachers with a focus on high quality mathematics education for all.
DEMIL’s capacity building phase identifies and develops two math instructional leaders for seven high needs elementary schools within HSD. One of the two teachers per building serves as the lead mathematics teacher leader/coach while also engaging one colleague in the job-embedded professional learning provided through the grant. The second phase expands to include additional teachers within these schools as well as teacher candidates working alongside teachers focused on improving their mathematics teaching and student learning. The capacity building phase provides the opportunity for PSU to deepen their collaboration with the district and among faculty while continuing to refine the course offerings for the Elementary Mathematics Instructional Leader (EMIL) Specialization.
The professional development model we are proposing represents the first year of a multi-year learning experience for teacher leaders (n=7) forming an EMIL-PLC as well as teacher leaders and a building colleague in a Mathematics PLC (M-PLC)(n=14). The EMIL-PLC members learn about, plan, and implement instructional practices focused on increasing student engagement in mathematical practices while considering ways to support their colleagues’ learning. The M-PLC engages in four lesson study cycles and monthly book studies that facilitate the systematic design and study of classroom practice and its influence on student learning. The full narrative provides an overview of the work in subsequent years. The structure and content of this professional learning addresses the consistent disconnect between what teachers learn in professional development and what is actually implemented in their classrooms (National Research Council, 2000; Pitler, 2008).
Intellectual Merit. The proposed project deepens teacher understanding and implementation of research proven mathematics instructional practices. It also forwards our understanding of ways that partnerships between school districts and institutions of higher education positively influence mathematics learning. PSU provides the only EMIL program in the region, making them the logical partner for this MTF. The course-based learning coupled with the classroom-based learning provides a professional learning structure that deprivatizes instructional practice availing it to inquiry and analysis. Our hypothesis is that this professional learning model provides the “connective tissue” that Feiman-Nemser (2001) argues is currently missing in teacher education. This model also provides a common focus on increased student engagement in mathematical practices defined by the CCSS-M.
Broader Impacts. Project leaders seek to develop a PD model that builds a math instructional leader community through study of professional literature and classroom practice and provides focused reflection on teacher and student learning. Administrator’s interest in providing building funds to support additional teacher leaders illustrates strong support for the proposal. DEMIL builds a model for professional learning that can be replicated in other schools, subject areas, and teacher education programs.
Leading • Learning • Life Changing