Using Critical Determination in Amplifying Teacher and Principal Voices for Mathematics Professional Development: A Narrative Inquiry

The purpose of this study is to identify the paradigms and practices in mathematics education that shifted as a result of elementary school teacher participation in the California Education Mathematics and Science Professional Learning Initiative (CEMSPLI), Transforming Lives: The Mathematics Leadership Institute professional development program. The purpose of this program was to partner with a school district in Southern California to address historic underachievement within this marginalized community, specifically in mathematics. Through this partnership, the program proved effective in increasing students’ learning of mathematics. The Southern California schools who participated in the CEMSPLI grant experienced disproportionately high levels of positive improvement in mathematics achievement in their community, which is composed of predominately lower socio-economic students of color. This dissertation studies and amplifies the voices of teacher and principal participants in the CEMSPLI grant using qualitative, narrative inquiry methods. To complete this study, I interviewed three teachers and three principals who participated in the grant. I analyzed the collected data through the constructed lens of “Critical Determination,” and then based on the themes that emerged, I crafted a framework of suggestions for the optimal design of mathematics professional learning programs. AMPLIFYING TEACHER & PRINCIPAL VOICES FOR MATH PROFESSIONAL DEVELOPMENT 5 Dedication This culminating project and the accompanying blood, sweat, and tears associated with achieving completion were only navigable because of the foundation provided by my loving family. My beautiful and loving wife has been the picture of patience and support, without which my sanity would have long left me during this process. My girls, , have long provided me a purpose to persevere and accomplish more in order to prove to them that anything is possible no matter the obstacle. It’s the Jackson 4 against the world! My Grandma , who raised me when she didn’t have to, has always been one of my biggest cheerleaders, making me believe I could do anything, even when I doubted. Finally, my mom and Grandpa , who left us much too early, have always provided me inspiration to cherish and make something of my life in honor of their brief time here. This project is more for all of you than for the fickle world of education. “In all toil there is profit, but mere talk tends only to poverty. ” Proverbs 14:23 ESV “Therefore we ought to support people like these, that we may be fellow workers for the truth. ” 3 John 1:8 ESV “Do nothing from rivalry or conceit, but in humility count others more significant than yourselves. Let each of you look not only to his own interests, but also to the interests of others. ” Philippians 2:3-4 ESV AMPLIFYING TEACHER & PRINCIPAL VOICES FOR MATH PROFESSIONAL DEVELOPMENT 6 Acknowledgements Along this long and arduous journey, many people have been instrumental along the path toward successfully completing the seemingly impossible. As will become evident in this work, we as humans long for and gravitate toward those we feel connected to and are motivated beyond our wildest expectations to not let these people down. This fact was what motivated me to complete this work. Dr. Jose Lalas, you have been that steady balance of push and support in the times when I needed each the most. This project would not have been completed without your expertise, steadfast guidance, and belief in me. Dr. Acquillahs Muteti, though we have not known each other long, I have latched onto and appreciated your style of leadership. Your example of persistence, determination, and positivity in the face of difficulty and injustice has resonated with me and provided needed guidance through some trying adversity. Dr. Brian Charest, we’ve known each other an even smaller amount of time, but in this briefest of time I have benefited from your guidance by becoming a stronger scholar because of my interactions with you. I hope to work together as colleagues someday. Finally, Dr. Heidi Strikwerda. I will go to the end of my days believing that this project would have likely never been completed without your undying, selfless, God-sent support through the darkest of hours. You started as a cohort mate to all of us and ended up as the force that tugged many of us through some of the more difficult setbacks of our journeys. I have given up asking why and have relented to just saying thank you! Thank you all for everything along this journey! AMPLIFYING TEACHER & PRINCIPAL VOICES FOR MATH PROFESSIONAL DEVELOPMENT 7 Table of