Leadership Content Knowledge and Mathematics Instructional Quality in the MSPs: A Study of Elementary and Middle School Principals

本研究通过对中小学校长的领导内容知识（Leadership Content Knowledge，LCK）的构建，调查中小学校长的数学知识和数学教与学信念的本质及其对课堂观察和教师监督实践的影响，开展了一项大规模的研究和技术援助项目。 该项目涉及中等教育项目的关键特点，即教师留用、具有挑战性的课程和课程以及可持续性。 所有感兴趣的MSP，解决中学数学将有机会参加。 第一阶段的工作产生了关于校长LCK水平的诊断信息，MSP可以将其用作需求评估。 在第二阶段，一半的参与者将接受数学教学和学习的领导力培训，作为一种干预措施，以探索LCK最容易改变的方面和那些更抗拒改变的方面。 第三阶段将采用比较个案研究的方法，探讨已知学习能力的校长如何进行课堂观察，对教学质量作出判断，并间接影响学生的数学成绩。 这项研究使PI能够改进评估LCK多方面的工具，这些工具将通过MSP学习网络共享。

The project conducts a large scale, research and technical assistance project that investigates the nature of elementary and middle school principals' knowledge of mathematics and beliefs about mathematics teaching and learning through the construct of Leadership Content Knowledge (LCK) and its effect on their practices of classroom observation and teacher supervision. The project addresses the key MSP features of teacher retention, challenging courses and curricula and sustainability. All interested MSPs that address middle school mathematics will have the opportunity to participate. Phase I of the work yields diagnostic information about the principals' level of LCK which MSPs can use as a needs assessment. In Phase II half of the participants will receive leadership training in mathematics teaching and learning as an intervention to explore aspects of LCK that change most readily and those that are more resistant to change. Phase III will use comparative case studies to address how principals with known LCK conduct classroom observations, make judgments about the quality of instruction, and indirectly, affect students' mathematics achievement. The research allows the PI to refine instruments that assess the multidimensional aspects of LCK that will be shared through the MSP Learning Network.