The Evolution of Leaderful Practice in the High School Mathematics Classroom: Using Project-Based Learning to Create an Inclusive, Participatory Learning Environment

Abstract

Driven by high-stakes testing, math classes in the United States often focus on teacher-led procedural instruction that undermines contextual understanding. The result is mathematically disaffected students who do not see the connection between math and their lived experiences. Though many math teachers understand the value of student-centered learning, they receive little professional development in these approaches. Three high school math teachers formed a professional learning community (PLC) to provide their own support in working toward a student-centered classroom. Teachers’ adoption of project-based learning (PBL) coupled with collaborative and reflective practice developed into a leaderful pedagogy. Benefits included improved collaborative engagement for both students and teachers and produced a shift in teachers’ identities as educators. Growth in leaderful practice follows an evolutionary track through Novice, Emergent, and Skilled stages but is not without tension. Challenging their privilege in the classroom opens space for teachers to share decision-making with students. The resulting inclusive, democratic practices offer implications for administrators’ leaderful practice in schools.