Learning Alongside Students and Colleagues

Both students and educators need to develop strategies and understandings that underpin their capacity to make meaning in mathematics. Learning and applying algorithms are not enough - learners need to understand mathematical concepts and why they apply to particular problems.

Engaging Secondary Students in Mathematics

Teaching mathematics in singular procedural ways limits the repertoire of practices that teachers need to engage students in learning. To broaden this repertoire, teachers need to think deeply about how they learned mathematics themselves, have a willingness to relearn it in different ways, and understand how their students learn.

Navigating the Tension between Educator and System Directed Learning

Best practices come about when educators figure out together what works in a particular situation. This requires on-going, reflective conversations across roles about current practices and their impacts. It includes learning from the practices of others combined with realization that best practices cannot be transplanted – people need to actively own and solve their own problems.

Role of the Principal

Central to the complex role of the principal is the ability to determine that learning is happening. With a focus on secondary schools, Lucy observes that everyone gets smarter about the work of instruction when we ask questions such as Why this lesson? What’s the big idea? Why are we teaching it this way?

Principal as Co-Learner

Principals need to actively engage in the work of planning, instruction and assessment as co-learners with teachers while capitalizing on the capacity of teachers to both co-learn and co-lead. Effective instructional leaders also need to craft their debriefing conversations skills and use these skills in specific, daily practice.

We are All Instructional Leaders

What do we mean when we use the term "instructional leader?" Lucy addresses the inconsistent use of this term and discusses the ways we can all be instructional leaders.