The challenges of instructional leadership school renewal

Focus on Learning Problems in Mathematics, Wntr, 2002 by Roland G. Pourdavood, Lynn M. Cowen, Lawrence V. Svec

Also, two other factors contributed to a gradual change of teachers' beliefs and classroom practices.

The way we are teaching now is a lot harder. Many people aren't ready. The knowledge of math that is required now is more difficult. There is an element of belief in what we are doing. You really have to believe in it. People have to experience in order to change their whole schema. (teacher-leader)

The first factor affecting teachers' beliefs and practices was actively listening to students' explanations of mathematical solutions. Teachers were surprised by the diversity of strategies and procedures students invented to solve problems. "Student voice" often revealed prior experiences students used to make mathematical meaning. "Student voice" was a powerful catalyst for influencing teachers' instruction. Teachers frequently designed mathematical problems from individual student experiences. Often students and their families, friends, classmates, teachers, and principals played a role in the mathematics problems created by the teachers and students. Perhaps one of the most important aspects of "student voice" was teachers' realization that what they taught was not always what students learned or understood. Teachers realized the importance of knowing what the student understood or did not understand in organizing and planning instruction.

You know, I was thinking on my way to work this morning, how differently I teach now. You wouldn't believe how I used to teach. Before, I used to 'sugar coat' the curriculum, make a big show, entertain the kids to keep them from being bored. I never thought about the substance of my lessons or if they helped students learn. I just assumed they did. But now I listen to the kids before designing lessons. I am always thinking about how I can improve so the student will really learn. I feel so much more fulfilled than before. I could never teach that way again. (teacher-leader)

The second factor that led to changes in mathematics instruction was the improvement of teachers' content knowledge through interactions with their students and their colleagues at the secondary and college level. Teachers engaged in critical self-reflections and self-evaluations about their teaching. They recognized the dialectical relationship between teaching and learning as ongoing, recursive, and in constant flux. They valued risk-taking arid the "virtue of not knowing" (Duckworth, 1987).

I think people tend to think, you just come up with all these ideas [for lessons]. People don't realize that the idea just doesn't pop into your head. You are thinking about them [mathematical ideas and processes] all the time. (teacher-leader)

Role of Principals

As we mentioned earlier, this research study started in 1997 and ended in 2000. However, the reform really started in 1989 and continues to evolve as of today. There was a passion for reforming mathematics instruction from both the principal and assistant principal. Both building leaders were committed to putting the NCTM Standards (1989, 1991, 1995) in practice at this K-4 school. They sought and received about $300,000 in grant monies from 1990 - 2000 to support the reform efforts. These monies were used for professional meetings, consultations with secondary and university mathematics educators, instructional books/software, and concrete materials for classrooms.