The Impact of the Lead-Teacher Professional Learning Community Within the Rice University Mathematics Leadership Institute (MLI)
Narrative inquiry (Clandinin & Connelly, 2000; Connelly & Clandinin, 2006) serves as the method for sharing this analysis. Data for the analysis were culled from teacher-manager communication notes such as emails and reflective journal entries that were required during summer leadership institutes, and from participant focus-group statements. Comparative analyses were used to measure gains in MMT certification numbers across the state and to measure MMT examination results for the percentage of MLI teachers who prepared for and passed the MMT exam, and the percentage of total MLI teachers who passed the MMT exam. Student achievement gains aggregated across the MLI program and for individual teachers, where available, were analyzed.
