Effecting change in middle school mathematics
Mathematics achievement has been the focal point of many conversations in education today. Many post-secondary education and careers require higher levels of mathematics proficiency than ever before. Many schools often attempt to fix the math problem when students enroll in high school when it is often too late. Math instruction must be improved prior to high school in order for students to be prepared for high school mathematics and beyond. Principal leadership during the middle-level grades play an imperative role to improve mathematics prior to high school. Through a consultative approach and using data from questionnaires, interviews, and teacher observations, my findings supported a framework to assist the middle school principal as she led mathematics improvement in her school. Middle-level principals are typically not content experts in all areas. This can be intimidating and can often leave middle level leaders struggling to initiate systematic changes to improve instruction and student achievement. This project outlines how middle-level principals improve mathematics instruction through a consultative approach. Building on a collaborative approach that builds on equity and collective efficacy, this project outlines the blueprint for middle-level leaders to ensure that teachers are supported with clear direction and professional development to initiate positive change that will ultimately improve student achievement in mathematics. This was an iterative process provide opportunities for the middle-level principal to learn and reflect on leadership while working with teachers at the ground level. Leading adaptive change is difficult and collaborating with a consultant who also serves as the high school principal where student will attend has built a stronger, more credible rationale to improve mathematics improvement in the middle school.
University of Illinois - Urbana-Champaign
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University of Illinois at Urbana-Champaign