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CPRE : Consortium for Policy Research in Education

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Journal Article

Infrastructure redesign and instructional reform in mathematics: Formal structure and teacher leadership

This article examines one school district's efforts to improve elementary mathematics instruction through transforming its organizational infrastructure to support teacher leadership. Using social network surveys and interview data from 12 elementary schools, we explore how the district designed its infrastructure to influence teacher leadership practice in general and in mathematics in particular. We then consider how these formal structures influenced practice by examining changes in the mathematics instructional advice- and information-seeking behaviors among school staff. Our analysis revealed that the district undertook a purposeful selection process for teacher leaders in mathematics that facilitated the integration of new formal structures into the existing infrastructure. These new structures enabled formal teacher leaders to emerge as central actors and influential brokers of advice and information about mathematics. Additionally, the new structures put in place to support formal teacher leadership did not undermine the emergence of informal teacher leadership within schools.

Hopkins, M., Spillane, J. P., Jakopovic, P., & Heaton, R. M. (2013). Infrastructure redesign and instructional reform in mathematics: Formal structure and teacher leadership. Elementary School Journal, 114(2), 200-224. 

Authors

Megan Hopkins, James P. Spillane, Paula Millerd, Ruth M. Heaton

Publication Date

January 2013

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