About Project LEAD
Project LEAD is designed to develop and support teacher leadership skills and aims to establish a data driven, evidence based collaborative community that focuses on improving student mathematical achievement and the content and pedagogical knowledge of teachers. One of the primary goals of Project LEAD is to increase the capacity of teacher leaders of mathematics.
       In addition, Project LEAD will provide promising models and replicable products in five areas of unmet need: 1) increase student achievement in algebra 2) mathematics professional development curriculum for teachers with a focus on algebraic thinking; 3) effective standards instruction using newly adopted SBE approved materials; 4) development of teacher leaders in mathematics; 5) evaluation that ties the proposed professional development methods to student achievement and leadership growth.
       A key innovation of Project LEAD is the creation of a "Documenting Mathematics Teaching" portal. This on-line tool will allow all teachers to quickly and easily document their professional mathematical teaching activities. This will create a rich data base and can inform individual, schools, districts, and regions. An important outcome of Project LEAD will be a "map" of mathematical professional activities across the project over a three year period. This map will provide the clearest and most detailed picture of mathematics teaching and leadership ever provided to schools and/or districts.
      The goals of this project will be addressed when a cohort of 100, grades 3 through algebra 1, teachers engage in professional development activities that develop site-based and/or district level mathematics leaders,  deepen content knowledge that supports student readiness for Algebra, increase pedagogical strategies leading to higher order mathematical reasoning, and language scaffolding support for English Language Learners.  These activities will be delivered through the following:
•    A one-week 30 hour summer intensive institute focused on the California State Mathematics Content Standards and Mathematics framework, as provided by the faculty of Sonoma State University
•    Five 6 hour Saturdays intensive seminars through-out the year focused on leadership roles and skills, mathematics content knowledge and ELL strategies.
•    Follow-up Lesson Study - Groups of 5-8 teachers will collaboratively plan and teach mathematics lesson integrating the mathematics, ELL strategies, effective questioning strategies learned in seminars and the summer institute.  Teachers will learn and practice facilitation skills and participate in the end of year "Share Case".