The Impact of the Lead-Teacher Professional Learning Community Within the Rice University Mathematics Leadership Institute (MLI)
Authors: Jacqueline Sack, Ngozi Kamau

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The knowledge community among participant lead teachers within and across schools, and across districts has resulted in:

  • knowledge and resource sharing, uncharacteristic of typical high-school teacher culture;

  • a significant increase in the number of Master Mathematics Teacher (MMT) certifications at the 8 - 12 grade level within the state;

  • increased student achievement for these teachers; and

  • participant teachers' abilities to take counter-culture stands when they perceive personal professionalism to be at risk.

Although the development and emergence of knowledge community was not an explicit goal for MLI, its existence enabled the achievement of stated MLI goals with respect to mathematics content knowledge, student achievement and leadership development.