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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We will share the stories of particular teachers, whose names have been changed to mask identity: Rosemary, who refused to sacrifice hours of instructional time with her students for mandated curriculum testing; Mark, who shared district-based resources with MLI teachers across districts to support their programs; Jane, who encouraged large numbers to teachers to enroll in the grueling MMT program with offers of mutual support; and Andrea, who challenged her local administration because she believed in professional standards that they were asking her to compromise. These stories may not have emerged in their particular ways had these teachers and their supporting co-manager not been members of this coherent and sustained knowledge community. We will also present quantitative results on MLI teachers' increased student achievement.