Semester of Gradation
Summer 2025
Degree Type
Dissertation
Degree Name
Doctor of Education in Teacher Leadership
Department
Department of Educational Leadership
Committee Chair/First Advisor
Dr. Nicholas Clegorne
Second Advisor
Dr. Chinasa Elue
Third Advisor
Dr. Albert Jimenez
Abstract
This qualitative case study explores the perceptions of high school mathematics teachers regarding the implementation of the Do the Math protocol during collaborative instructional planning. This study investigates how the use of a structured planning tool can support professional growth and instructional improvement. Over five weeks, participants engaged with the protocol to collaboratively plan instruction. Data was collected through interviews, observation of collaborative instructional planning sessions, and analysis of instructional artifacts. Findings revealed two major themes. First, the protocol contributed to building content and pedagogical knowledge by deepening teachers’ understanding of math standards, promoting intentional collaboration, and encouraging the sharing and modeling of effective strategies. Second, the protocol supported growth in instructional delivery by helping teachers design differentiated lessons, strengthen co-teaching practices, and enhance the development of three-part math lessons. Results are presented in narrative form, aligned with a qualitative case study approach and organized around recurring patterns and themes. This study highlights the value of structured collaboration and sustained professional learning in helping high school math teachers refine their instructional practices and improve student learning experiences.