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

本项目通过构建领导内容知识(LCK)及其对课堂观察和教师监督实践的影响，对中小学校长的数学知识和数学教与学信念的性质进行了大规模的研究和技术援助。该项目涉及中期战略计划的主要特点，即留住教师、具有挑战性的课程和课程以及可持续性。所有对中学数学感兴趣的MSP都将有机会参与。这项工作的第一阶段产生了关于校长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与学方面的领导力培训，作为一种干预，以探索LCK最容易变化的方面和那些更不容易变化的方面。第三阶段将使用比较案例研究，探讨已知LCK的校长如何进行课堂观察，对教学质量做出判断，并间接影响学生的数学成绩。这项研究允许PI改进评估LCK的多维方面的工具，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.