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Teacher
Leadership
School districts throughout the nation are turning to teacher leaders
to help broaden, deepen, and accelerate mathematics reform. Teacher leaders
provide classroom support, demonstration teaching, co-teaching, observation,
and feedback—as well as school-wide and district-wide professional development.
Yet, teacher leaders, themselves, require training and support to carry
out these tasks. Our work in teacher leadership provides:
- Teacher leader training and development, especially training that
is centered on core ideas of mathematics and how to teach these ideas
for understanding.
- Support for teacher leader networks.
- Evaluation of teacher leadership programs.
- Research on the contributions of teacher leadership to large-scale
mathematics and science reform.
Explore selections of MLT's work
or, browse for a complete list of all MLT teacher leardership projects, Web sites, and publications.
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This month's selections of MLT teacher
leadership projects, Web sites, and publications
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TITLE
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Teacher Leadership: An Appealing and Inescapable Force in School Reform?
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In this online essay, Brian Lord and Barbara Miller (directors of EDC’s Center
for Professional Communities in Education)
discuss the roles teacher leaders play and now those roles can contribute
to effective school reform:
"At present,
we do not know enough about teacher leadership to make bold claims
for its effectiveness in helping reforms go to scale or improving
student achievement. However, preliminary research findings point
to one critical feature. Teacher leadership is often treated as
a strictly instrumental strategy to increase the number of professional
development providers – putting in place more people to provide
more contact hours with classroom teachers. This approach offers
limited promise of achieving reformers’ goals. Yet, when teachers
leaders are part of a wider, systemic strategy, within a well-aligned
constellation of district supports (e.g., assessment and accountability
systems, programs for curriculum implementation), the potential
for impact is greater. For this reason, we view teacher leadership
less as a magic bullet for quickly solving the "numbers"
problem and more as a critical feature in a coherent and focused
set of district policies to address the substantive challenges of
reform." For more, read the Teacher Leadership online essay written by Brian Lord and Barbara Miller.
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Developing
Mathematical Ideas
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Developing
Mathematical Ideas is a staff development/teacher education
program designed to help educators think through the major ideas
of K-6 mathematics and examine how children develop those ideas.
The goal is to engage teachers in a process of inquiry--into mathematics;
into learning mathematics; into students' mathematical thinking,
in general, and the thinking of one's own students, in particular.
- Find out about the DMI
Leadership Institutes, which are designed
for teacher educators, staff developers, teacher-leaders,
and others who support teachers' professional development.
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Teacher
Leadership in Mathematics and Science Casebook and Facilitator's
Guide
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Committed to
improving instructional programs, more and more teachers are playing
an active role in mathematics and science reform. Teacher
Leadership in Mathematics and Science was
written to assist these efforts. This unique book will both help
current teacher leaders be more effective in this role and support
the development of aspiring teacher leaders.
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Considering New Curricula
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Considering New Curricula is a two-day seminar designed to
support districts interested in considering the use of new,
standards-based curriculum materials. Participating district
teams learn about effective methods for selecting, piloting,
and implementing the programs, and consider how programs at
different grade levels fit together.
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