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National Science Foundation (NSF) funded multi-year, $2.8 million grant partnering Portland State University, Portland Public Schools, and RMC Research; focused on developing and studying elementary mathematics specialists that support teacher and student learning in the classroom, school, and district.
Phase One (January 2020-June 2024) of the project's professional learning included project wide meetings, annual book studies, and PSU's Mathematics Learning, Teaching, & Leading (MLT&L) courses leading to a TSPC preK-8 Mathematics Instructional Leader license. We also test three models for math specialists (EMS) to determine their efficacy: EMS as generalist teacher (teaching all subjects); EMS as specialist teacher (teaching math to more than one group of students); and EMS as coach across 12 schools.
Phase Two (September 2024-December 2026) of the project includes districtwide common professional learning for instructional leaders (i.e., coaches and administrators), lesson study (n=4 school teams; 4 instructional coaches & 8 teachers ), and PSU's MLT&L courses (n=11).
The lesson study video club component is led by instructional coaches with one grade level team focused implementing their new instructional materials with a focus on high-level thinking and discourse.
DLTP leaders engage the paticipating instructional coaches in video clubs to support their facilitation of planning and debriefing conversations.
Phase One Related Publication: Exploring the Influence of Organizational and Leadership Contexts on the Work of Coaching, Structured poster session and the Annual Conference of the American Educational Research Association
Phase Two Related Publications: In Process
Fostering Mutually Beneficial Partnerships Grant • 2016-2017
Fostering Mutually Beneficial Partnerships Grant • 2016-2017
Portland State University's College of Education funded a one-year, $7,354 grant partnering Portland State University and Jackson Elementary School in the Hillsboro School District. The project focused on implementing book studies and lesson studies with teacher candidate-cooperating teacher teams, co-teaching and co-planning, and using school-based professional learning structures to support teacher professional learning across the professional continuum. Our goal was to develop tools to support school-university faculty collaboration.
Related publications:
Math Makeover: A School-University Partnership Transforms Elementary Math Instruction, The Learning Professional
Developing Mutually Beneficial Partnerships Through Purposeful Field- Based Experiences: Lessons Learned From Professional Development, Handbook of Research on Field-Based Teacher Education
Oregon Department of Education funded three year, $1,029,150 grant partnering Portland State University, David Douglas School District, Centennial School District, Multnomah Educational Service District, and RMC Research; focused on developing a cadre of K-12 mathematics instructional leaders that support teacher and student learning in the partner districts. Professional learning includes annual kick-off events, bimonthly book studies, quarterly lesson studies, and district-based curriculum and assessment development. Some participants also engaged in the Elementary Mathematics Instructional Leader (now the Mathematics Learning, Teaching, & Leading (MTL&T)) program coursework.
Related publications:
East Metro Mathematics Leadership Project: An Overview of the Grant, The Oregon Mathematics Teacher
A Look Into a Lesson-Study Cycle, The Oregon Mathematics Teacher
Leveraging Mathematics Teacher Leaders in Support of Student and Teacher Learning, Investigations in Mathematics Learning
National Science Foundation funded 1-year, $74,978 capacity-building grant partnering Portland State University, Hillsboro School District, and the Portland Metro STEM Center; focused on developing elementary mathematics teacher leaders and coaches that support teacher and student learning at five high-needs schools. Professional learning includes monthly book studies and common professional learning and quarterly lesson studies.
Related publication: Learning In and From Practice with Others, Annual Perspectives in Mathematics Education: Reflective and Collaborative Processes to Improve Mathematics Teaching
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