Developing Principals' Instructional Leadership in Math in Common Districts
By Frances Reade, Rebecca Perry, Stacy Marple
Description
This report is part of a six-part series summarizing key findings from the Math in Common (MiC) five-year initiative funded by the S. D. Bechtel, Jr. Foundation. During the MiC initiative, 10 diverse California school districts learned about and shared best practices for implementing the Common Core State Standards for Mathematics (CCSS-M) in grades K–8.
This report describes the approaches that MiC districts took toward helping principals take ownership of math instruction and standards implementation at their sites, and profiles three MiC districts that built their principals’ instructional leadership over time.
Key Findings
- MiC districts carved out time with principals to talk about mathematics
- MiC districts empowered principals to become mathematics instructional leaders
- MiC districts supported principals in collaborating with teachers at their sites
- MiC districts got principals into classrooms to observe mathematics instruction and to build the principals’ understanding of standards-aligned instruction
Based on these findings, the report offers district leaders recommendations for supporting their principals to lead CCSS-M implementation at their sites.
Download this report and the Evaluation Brief to learn more.
Read the entire series of summative evaluation reports and the Executive Summary at WestEd.org/mic-summative-evaluation-reports.
Resource Details
Product Information
Copyright: 2019Format: PDF
Pages: 28
Publisher: WestEd
Available Previews
Related Resources
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What Accelerates a Community of Practice? Inflection Points That Changed the Course of the Math in Common Initiative
This report describes the trajectory of the Math in Common (MiC) Community of Practice (CoP), including both its missteps and its successes, in the hope that designers or participants of other formal or informal CoPs can leverage the MiC experience and make progress more quickly in their own collaborations.
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Roadblocks and Routes: Professional Development in Math in Common Districts
This report describes some of the more common roadblocks that Math in Common districts faced in their early years of CCSS-M implementation, along with the routes that the districts took around those roadblocks in order to support teacher and student learning.
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Spotlight on Student Achievement: Analyses of Statewide Assessment Data in Math in Common Districts
This report documents the uneven math gains made by Math in Common (MiC) districts, schools, and students, by analyzing the patterns of those gains, which range from outperforming statewide trends to more moderate growth. While progress in student achievement in the MiC districts has been slow, there are some promising signs to share with the field.
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