1	The Rice University Mathematics Leadership Institute (MLI)
2	A Word About Community Which “belonging” profiles exist in your school?
3	Teaching in the Knowledge Society (Hargreaves, 2003) Coach children to memorize standardized learning Learn to teach as they are told Undergo in-service training on district priorities
4	Teaching in the Knowledge Society (Hargreaves, 2003) Work harder and learn alone Perform with emotional labor Respond to imposed change with fearful compliance Trust no one
5	Our Vision for Students in High School Mathematics Quality mathematics curricula develop problem-solving ability open doors for productive adulthood nurture independent thinking and life-long learning
6	What is Instructional Coaching? An intervention program designed to bring about systemic change in teaching and learning for teachers AND students MLI is such a program Some coaching programs focus on impacting affective change, some on cognitive change, some on both.
7	MLI Goals Develop a cadre of up to 80 lead teachers in mathematics (two per high school in each of the school districts) over the next three years. Establish a leadership program at individual campuses that will provide mathematics content and pedagogical support for the entire mathematics department at that campus.
8	MLI Lead Mathematics Teachers’ Responsibilities to Other Professionals on Their Campuses serving as the campus mathematics advocate(s) sharing daily planning/professional development time with math teachers observing, providing suggestions for improved instruction, co-teaching, demonstration teaching
9	MLI Lead Mathematics Teachers’ Responsibilities to Other Professionals on Their Campuses working with others to increase student interest in taking advanced mathematics courses providing administrators with guidance and support in understanding what good mathematics instruction should look like
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11	Multiple Opportunities Parallel Initiatives Colliding Initiatives Colliding Directives
12	Role of School Leadership Community of learning or directive isolation Good teachers can become outstanding teachers… Commitment to integrated coaching programs or to several parallel or colliding initiatives Collaboration with and among lead teacher(s)/coaches or colliding leaders (Supovitz & Poglinco, 2001; Fullen & Hargreaves, 2000) Emphasis on concept-driven curriculum or focus on low-yield test objectives
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14	Our Observations to Date… This first year, lead teachers are primarily charged with establishing model classrooms for others to observe and emulate.
15	Our Observations to Date… In others: Colliding or parallel initiatives among multiple leaders Culture of reaction Lead teacher not assigned to entry level courses (Algebra 1 or Geometry) Colliding directives Release time not provided /release time replaced Vision unclear
16	Next Steps . . . Common planning time Release time for coaching work (observing and mentoring) Collaboration with other instructional coaches in the school