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LD West Theory of Action for Deep Math Instructional Change
School Level:
If schools systematically provide all teachers with new learning and implementation support with the Ambitious Math Teaching Components (Skillsets, Mindsets, and Toolsets) with an emphasis on adopting and implementing high-leverage math instructional activities, and also provide all teachers with new learning and implementation support with building a Collaborative Inquiry Cycle System in their grade levels then deep math instructional change for excellence and equity will occur school-wide and be sustained over the long term.
Teacher Level:
If teachers use high-leverage math instructional activities daily and regularly engage in collaborative inquiry cycles with their grade levels to continuously improve with these activities that will allow them as a team, to engage at a high level in effective and equity-based math teaching practices, which will lead to high academic achievement and productive math identities for all students.
