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Title: Administrators Leading Mathematics Reform: Ensuring Opportunities to Learn Rigorous Mathematics at High Levels of Cognitive Demand, Providing Support, and Professional Development.

Research Question: How do administrators ensure and provide an opportunity to learn rigorous mathematics for all students at a high cognitive demanding level?

Secondary Research Questions	School Profile	Central Office Survey	Admin Survey	Tchr Survey	Artifacts
What is the administrator’s · beliefs about teaching and learning mathematics, · beliefs about students being provided an opportunity to learn rigorous mathematics, · knowledge of national and state standards?	X		X		X
What is the central office mathematics leaders · beliefs about teaching and learning mathematics, · beliefs about students being provided an opportunity to learn rigorous mathematics, · knowledge of national and state standards?		X			X
What is the teacher’s · beliefs about teaching and learning mathematics, · beliefs about students being provided an opportunity to learn rigorous mathematics, · knowledge of national and state standards?				X	X
What types of support is needed for teachers and administrators as they journey toward providing students with an opportunity to learn rigorous mathematics?			X	X
What are the expectations of administrators as instructional leaders of mathematics?		X			X
What are teacher expectations as they implement standards-based instruction?				X	X
Do teachers, administrators, and central office mathematics instructional leaders beliefs correlate?		X	X	X

Purpose: As schools and its teachers journey toward standards-based reform teaching and learning there are some individuals that are reticent about the transformation. Therefore there exists classrooms where the same course is being taught but at two extremely different levels of cognitive demand and rigor. Standards-based reform mathematics allows students opportunities to learn by addressing problems through different avenues of thought, different lenses. The teachers that are open to the change and the challenge will do so but my interest lies in how we can encourage and support all teachers so that the equity between these classrooms is at the same cognitive demanding level. Administrators need to play an active role in the teacher’s journey by considering the social aspect of all stakeholders as learners. Recognizing the depth of teachers content knowledge and pedagogical content knowledge, as well as their own, will enable administrators to determine the support needed. Goals, or a vision that guides teacher expectations, school culture, and curriculum needs and understanding need to be addressed by administrators. Becoming aware of their (administrator) beliefs about teaching and learning mathematics is a first step in providing support. Consideration and gathering data on the school climate, curriculum, knowledge, expectations of the teachers, and the social interaction within school will put the picture together regarding if and how equity is being maintained between the classes of the same course.