2008-2015
NYC Mathematics Project, Lehman College Mathematics Department, Lehman College Mathematics Education Program, NYC Department of Education

(Funders: National Science Foundation, Lehman College)

MTTI proposed to develop teacher leaders to strengthen mathematics education in Bronx middle and high schools. Lehman faculty in mathematics and mathematics education, staff of the ILS’s NYC Mathematics Project, and the Superintendents of Bronx districts worked together to engage two cohorts, each of 40 experienced mathematics teachers, in three reinforcing sets of activities over three years: conceptually-challenging mathematics focused on algebra and geometry, action research, and formal leadership training.

Implementation of MTTI was guided by three research questions:

  • What factors influence the development of teacher leaders over time?
  • What is the relationship over time between teacher leadership and student performance in mathematics?
  • How does a professional-learning community of mathematicians, mathematics educators, teachers, and NYCMP staff change curriculum in diverse institutional contexts over time?

Six pre- and post- measures of leadership development were considered: 1) in-classroom support of individual peer teachers; 2) professional development activities for groups of teachers; 3) indirect support benefiting several classrooms; 4) interactions with a larger educational community; 5) initiation of extra-curricular mathematics activities; 6) initiation of personal growth and professional development in mathematics. Major teacher-leadership findings include:

  • MTTI teachers significantly increased their work with other teachers in their schools, and were particularly effective at implementing the Common Core Learning Standards in mathematics in their own classrooms.
  • There was a significant increase in MTTI teachers’ confidence as leaders and mathematics content knowledge
  • There was a positive correlation between leadership development and student-centered pedagogy. There was also an increase in involvement of parents in school activities and of colleagues on equity issues within the school to make progress toward closing achievement gaps.
  • The extent to which MTTI participants facilitated and organized a professional learning community in mathematics or other subjects in their schools increased significantly.

An analysis of student test-score data for Cohorts I and II suggests:

  • Students of teachers who completed all MTTI math courses made greater gains in math scores on state-mandated tests than students of teachers who did not complete all math courses.  
  • The scores of students of MTTI teachers tended to increase as the teachers moved through the program. 
  • Students of MTTI teachers who completed the math courses with high GPAs made greater gains on state-mandated tests than the students of teachers who either did not complete the MTTI math courses or completed them with a low GPA.
  • For the 2010 to 2011 period as school climate was more positive, so student change scores increased.
  • For the 2010-2011 and 2011-2012 periods there were positive correlations between student change scores and teacher leadership activities that supported several teachers and/or classrooms.

Related activity:

  • Gningue, S. M., Peach, R., & Gottlieb, J. (2010, May). Mathematical knowledge for teaching of teachers who are on the onset of the second stage of their teaching career. Paper presented at the American Educational Research Association Convention, Denver, CO. 
  • Gningue, S. M., Peach, R., & Gottlieb, J. (2011, April). The relationship between Initial teacher-leadership self-efficacy and leadership roles for second stage math teachers. Paper presented at the American Educational Research Association Convention, New Orleans, LA.
  • Gningue, S. M., Peach, R., & Gottlieb, J. (2011, April). A study of the stages of math teacher leadership development. Paper presented at the National Council of Teachers of Mathematics’ Pre-conference Research Session, Indianapolis, IL.
  • Gningue, S. M., Peach, R., & Libfeld, S. (2011, January). Student-centered teaching, teacher leadership development and student success: The Mathematics Teacher Transformation Institutes (MTTI). Paper presented at the National Science Foundation Learning Network Conference, Washington, DC.
  • Gningue, S. M., Peach, R., Schroder, B. (2012, April). Action research and student performance. Paper presented at the National Council of Teachers of Mathematics Convention, Philadelphia, PA. 
  • Gningue, S., Peach, R. and Schroder B. (2013). Developing effective mathematics teaching: Assessing content and pedagogical knowledge, student-centered teaching, and student engagement. The Mathematics Enthusiast, 10(3), 621-646.
  • Gningue, S., Schroder, B., & Peach, R. (2014). Reshaping the "glass slipper": The development of reflective practice by mathematics teachers through action research. American Secondary Education, 42(3), 18-29. 
  • Peach, R., Schroder, B., Gningue, S. M. (2012, January). Developing effective math teaching: Assessing content knowledge, pedagogical knowledge, and student success in Mathematics Teacher Transformation Institutes (MTTI). Paper presented at the National Science Foundation Learning Network Conference, Washington, DC.
  • Peach, R., Gningue, S.M., Schroder, B. (2012, January). Using a retrospective pretest to reveal the effects of a teacher-leadership development project. Paper presented at the National Science Foundation Learning Network Conference, Washington, DC.
  • Peach, R., Gningue, S.M., Schroder, B. (2012, April). Math content knowledge may not be enough for the development of math teacher leadership. Paper presented at the American Educational Research Association Convention, Vancouver, Canada. 
  • Peach, R., Gningue, S.M., Schroder, B. (2012, April). The development of math teacher leadership: A pre-post analysis of a three-stage model. Paper presented at the American Educational Research Association Convention, Vancouver, Canada.
  • Schwarz, R., Peach, R., Feinerman, R., Campos, A., Libfeld, S., Schroder, B., Gningue, S. M., Wolfe, M. (2012, January). The effects of modifications to a teacher-leadership project based on feedback from an initial cohort. Paper presented at the National Science Foundation Learning Network Conference, Washington, DC.