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Characteristics of Lead Teachers and Their Roles in the Institutionalization of the Rice University Mathematics Leadership Institute on Their Campuses: A Case Study


The Rice University Mathematics Leadership Institute (MLI) was an NSF-funded Math-Science Partnership grant that was created in 2003. MLI developed 80 lead teachers who received intensive professional development in mathematics content and pedagogy as well as in instructional leadership with a focus on providing high-quality learning opportunities in mathematics to diverse student populations.
This case study was designed to identify how MLI was institutionalized on two high school campuses and the likelihood that MLI will continue to influence mathematics instruction. Inductive analysis also provided identification of characteristic behaviors that helped to distinguish teacher leaders. Data for the case study were obtained through observations and interviews with MLI lead teachers, their mathematics campus colleagues, and campus administrators who were aware of their work. Case study participants were also asked to complete two career/organizational psychology assessments. Information obtained from this case study may be useful in identifying, selecting, and developing future teacher-leaders.