Date of Submission
6-22-2018
Document Type
Dissertation/Thesis
Degree
Doctor of Education
Department
Education
Keywords
teacher capacity building, mathematics, school reform, shared leadership, transformational leadership, coaching
Abstract
Current instructional approaches to mathematics are not meeting the diverse needs of students in Ontario. In response to steadily declining mathematics performance, the Ontario Ministry of Education released a Renewed Math Strategy geared towards addressing the gap in achievement. The position of mathematics lead teacher was created as part of this strategy. These teacher leaders are expected to devise plans for improvement initiatives relevant to their respective school sites. This Organizational Improvement Plan (OIP) explores the problem of practice where the mathematics lead teacher wishes to facilitate the implementation of problem-based learning in mathematics at an Ontario elementary school. Problem-based learning is a pedagogical approach characterized by student-led learning through teacher facilitation and solving real-world, open-ended and open-entry problems. Perspectives on the problem are gained through analysis of current practices, school board procedures and organizational culture. External and internal forces for change are assessed to establish momentum. Transformational and shared leadership approaches to change leadership, and possible solutions are considered to address this problem. Kotter’s 8-Stage Model for change is used to create a change implementation plan, guide communication and to evaluate and monitor the change process. The proposed solution incorporates SILC, a Plan, Act, Observe and Reflect cycle, collaborative inquiry and team teaching guided by the mathematics lead teacher and school administration. Ethical consideration and possible next steps are outlined in this OIP. It is proposed that if implemented, this OIP will successfully support teachers through the implementation of problem-based learning, leading to improved student learning outcomes.
Recommended Citation
Farahmand, Z. (2018). The implementation of problem-based learning in mathematics through teacher capacity building. The Dissertation in Practice at Western University, 39. Retrieved from https://ir.lib.uwo.ca/oip/39