Principals actively engaged in prioritizing math at their sites were more likely to organize teacher learning time and involve coaches¶
Claim · All claims
Evidence · 1 study · qualitativer?·q2
Currency · newest study 2019 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? In MiC districts, principals who actively prioritized math were more likely to find time and resources for teachers to learn from one another and to involve coaches in changing mathematics instruction. → Perry 2019
Evidence¶
Perry 2019¶
Perry, R., Marple, S., & Reade, F. (2019). Educators collaborating to improve mathematics: Three structures that mattered in Math in Common districts. San Francisco, CA: WestEd. https://www.WestEd.org/permissions
q2 · i? · qualitative · r?
Observational finding from the report's five-year study of the 10 Math in Common districts, reported in the section on empowering site-based leadership. The authors state principals "more likely to prioritize finding time and resources" for teacher learning when engaged in math. No effect size is reported.
"MiC districts came to understand that principals who were actively engaged in prioritizing math at their sites were more likely to prioritize finding time and resources to get teachers together to learn from one another, and more likely to involve coaches in supporting changes in mathematics instruction."
Discussion¶
Related Claims¶
- Integrating principals into district MiC leadership teams grounded CoP conversations in practice and helped teams interpret school-level achievement data — related
- Interviewees identified leadership prioritization, staff buy-in, and investments in staffing, training, partnerships, and funding as facilitators of trauma-engaged implementation — related
- Female principals empowered others through shared ownership, committee involvement, and staff development — related
- Improvement teams with representation from teachers, principals, and district leadership gained broader buy-in than teams missing any level — related
- Availability of CAASPP statewide assessment data changed MiC leadership teams' discussions and appeared to accelerate districts' ability to monitor improvement — related
- Selecting a few focal Standards for Mathematical Practice at a time was more productive for teacher PD than studying all SMPs simultaneously — related
- Leadership coaching partnerships and instructional leadership team collaboration increased schools' capacity to use survey data — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
engaged-principals-prioritize-teacher-math-learning |
title |
Principals actively engaged in prioritizing math at their sites were more likely to organize teacher learning time and involve coaches |
description |
Principals actively engaged in prioritizing math at their sites were more likely to organize teacher learning time and involve coaches |
status |
review |
evidence_strength |
weak |
newest_evidence |
2019 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — perry-2019 |
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