Principals + Algebra (-fear) = Instructional Leadership

Principals + algebra (-fear) = instructional leadership

We were nearing the end of our series of principal study group sessions, and a small group was reflecting on what they had learned. That’s when Diane Meyers, principal at an area middle school, spoke. She started out softly, but her voice grew louder and stronger as her private experience became public. “This study group has been really good for me as a leader. I am more confident and clear about my vision for improving algebra instruction in the building, and I can talk about algebra with our teachers. But it’s also been really scary. You might not believe this, but as I drive over here and anticipate what we are going to do each session, I break out in hives! I haven’t solved math problems since I was in high school, and that was 20 years ago.” As one of

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Authors

Cynthia L. Carver, Michael Steele, and Beth Herbel-Eisenmann

Cynthia L. Carver (carver2@oakland.edu) is assistantprofessor of educational leadership at Oakland University. Michael Steele and Beth Herbel-Eisenmann are assistant professors of mathematics education at Michigan State University.

References

Smith, M.S., Silver, E.A., & Stein, M.K. (2005). Improving instruction in algebra: Using cases to transform mathematics teaching and learning (Vol. 2). New York: Teachers College Press.

Stein, M.K. & Nelson, B.S. (2003, December 21). Leadership content knowledge. Educational Evaluation and Policy Analysis, 25(4), 423-448.

Stein, M.K., Smith, M.S, Heningsen, M.A., & Silver, E.A. (2009). Implementing standards-based mathematics instruction: A casebook for professional development (2nd ed.). New York: Teachers College Press.