Building Sustainable Networked Instructional Leadership in Elementary Mathematics Through a University Partnership with a Large Urban District

Over the last five years, the Responsive Math Teaching Project has developed and refined a sustainable model for the development of mathematics instructional leadership through a research-practice partnership with a network of 14 urban under-resourced K-8 schools. Teacher instructional capacity is built through developing new visions of mathematics teaching and learning, practice-based pedagogies of enactment and reflection, and mentored engagement in collaborative lesson design and enactment. Over time, teacher leaders take over professional development facilitation and peer-coaching roles in their own schools, and across the network.