Developing Equity-Centered Leadership Knowledge and Skills via Lesson Study in an Online Mathematics Specialist Program

Authors

Courtney K. Baker, George Mason UniversityFollow
Spencer Jamieson, Fairfax County Public SchoolsFollow
Adrienne Paul, St. Albans SchoolFollow
Scarlett Kibler, Frederick County Public SchoolsFollow
Alyson Eaglen, Loudoun County Public SchoolsFollow
Tammy Kraft, George Mason UniversityFollow

Publication Date

2021

Abstract

This paper highlights how coursework within a synchronous online mathematics specialist program enhanced candidates’ leadership knowledge and provided structures that addressed issues of equity and access. A focus on one online assignment grounded in Lesson Study played a pivotal role in developing equity-centered leadership and instructional practices. Program instructors and recent alumni illuminate how designing, implementing, and reflecting on the Lesson Study experience served as a cornerstone for advancing their mathematics instruction in the following ways: (a) as instructors designing an online leadership course, (b) as learners within an online environment, and (c) as educators within their K–8 school settings. The description of these experiences supports the broader mathematics education community’s goal of achieving a cohesive vision for the teaching and learning of mathematics, while promoting equitable practices in school-based work.

Volume

17

Issue

1

DOI

https://doi.org/10.25891/jhew-kt38

Recommended Citation

Baker, Courtney K.; Jamieson, Spencer; Paul, Adrienne; Kibler, Scarlett; Eaglen, Alyson; and Kraft, Tammy (2021) "Developing Equity-Centered Leadership Knowledge and Skills via Lesson Study in an Online Mathematics Specialist Program," Journal of Mathematics and Science: Collaborative Explorations: Vol. 17: No. 1, Article 7.
Available at: https://scholarscompass.vcu.edu/jmsce_vamsc/vol17/iss1/7