Dissertation: Ms. Martin is secretly teaching us! High school mathematics practices of a teacher striving toward equity

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1 TERESA K. DUNLEAVY, Ph.D. Assistant Professor of the Practice of Mathematics Education Peabody College of Education at Vanderbilt University Department of Teaching and Learning EDUCATION Ph.D. University of Washington, Seattle, Washington, College of Education, Curriculum and Instruction, 2013 Dissertation: Ms. Martin is secretly teaching us! High school mathematics practices of a teacher striving toward equity Committee: Elham Kazemi (Chair), Mark Windschitl, Filiberto Barajas-Lopez, Lisa Jilk, Gail Stygall M.A.T. Duke University, Durham, North Carolina, 2002 Physics and Mathematics B.A. Lawrence University, Appleton, Wisconsin, 2000 Physics major, Spanish minor Cum Laude RESEARCH INTERESTS My research interests are centered on analyzing mathematics teaching practices and understanding students perspectives of their mathematics learning. I seek to investigate practices that support classes to move toward equitable teaching and learning outcomes. I am also interested in understanding more about teaching practices that support the development of student discourse and attend to status issues in the classroom. My research entails collecting and analyzing data, including video and audio recordings, interviews, artifacts, and curricula. I utilize qualitative methods to analyze data across contexts and timescales in order to understand how interactions support learning. GRANTS IN PREPARATION Principal Investigator of the Secondary Mathematics Teachers Conceptions of Classroom Discourse Practices. (in progress). Project involves studying teacher and student discourse practices in one high-needs school with underserved and underrepresented students. Teresa K. Dunleavy, Ph.D. 1

2 RESEARCH Research and Development, San Diego State University, 2014 Supervisor: Dr. Lisa Lamb Developed assessment tools to examine videos of Noyce Mathematics and Science Master Teaching Fellows during their first year in PROJECT LEARN. Research and Development, College of Education, University of Washington, Seattle, 2012 Supervisor: Dr. Morva McDonald, Funded by the Bill and Melinda Gates Foundation Created instructional and professional development tools for pre-service teachers and teacher educators. Collaborated with research team of faculty and graduate students in planning and tool development. Research and Development, The Center for University-Accelerated Certification, University of Washington, Seattle, 2012 Supervisors: Dr. Morva McDonald and Dr. Charles Peck Developed curriculum for secondary teacher education and ongoing professional development. Research Assistant, Secondary Teacher Education program, University of Washington, Seattle, 2011 Supervisor: Dr. Kenneth Zeichner Researched purposes for Secondary Teacher Education Program (STEP) Instructors to bring methods students into high-needs secondary schools during the first quarter of their STEP program. Consultant, Oregon State University, 2010 Supervisors: Dr. Catherine Taylor, University of Washington & Dr. Rebekah Elliott, Oregon State University Conducted an Item Response Theory analysis for Dr. Elliott s project. Collaborated with an Oregon State graduate student to interpret data on preservice teachers progress on a set of learning targets. Research Assistant, University of Washington, Seattle, Principal Investigator: Dr. Elham Kazemi Collected video data in pre-service methods course for the multi-university Routines Project. Developed the organizational schema for the data and initiated preliminary analysis for the project. Research Assistant, Curriculum & Instruction, University of Washington, Seattle, Assisted Dr. Elham Kazemi, Dr. Morva McDonald, and Dr. Mark Windschitl with their research, coursework, and teaching. Teresa K. Dunleavy, Ph.D. 2

3 PUBLICATIONS Dunleavy, T. K. (2015). Delegating mathematical authority as a means to strive toward equity. Journal of Urban Mathematics Education, (8)1, Works Under Review Campbell, S.S. & Dunleavy, T.K. (expected, 2015). Connecting university coursework and practitioner knowledge through mediated field experiences in secondary teacher education methods courses. Teacher Education Quarterly. Works In-Progress Dunleavy, T. K. (in progress). An Analytic Framework for Coordinating Status and Positioning Theories. For submission in January 2015 to Teaching and Teacher Education. Dunleavy, T.K. (under review). Expanding smartness. Educational Leadership. Dunleavy, T. K. (in progress). Ms. Martin is secretly teaching us! Social and Sociomathematical Norms that Mediate Students Perceptions of Competence. For submission in March 2015 to Mathematical Thinking and Learning. Dunleavy, T.K. & Zavala, M. (in progress). Discursive Positioning Moves Mediating the Formation of Students' Identities. For submission to Mathematical Thinking and Learning. PROFESSIONAL DEVELOPMENT Associate Faculty, San Diego State University, Co-developed program to support secondary mathematics teachers in the City Heights Educational Collaborative. The Collaborative was created to improve student achievement in the underperforming City Heights schools. Focused professional development model on equitable discourse, groupwork, and attention to status across mathematics classrooms and school sites to support teachers in improving the Collaborative s goals to improve student achievement in mathematics. Associate Faculty, San Diego State University, Facilitated professional development in complex instruction for teachers in the City Heights Collaborative. Complex instruction pushes classrooms toward equitable teaching and learning opportunities by focusing on specific collaboration practices that position students as capable of working on rigorous mathematics content. Teresa K. Dunleavy, Ph.D. 3

4 Associate Faculty, San Diego State University, 2013-present Lead Faculty: Dr. Randolph Philipp and Dr. Lisa Lamb Facilitated ongoing professional Development for Noyce Mathematics and Science Master Teaching Fellowship Program in PROJECT LEARN as a part of a five-year project. Worked with science and mathematics faculty to support Noyce fellows to enrich their teaching practice. Engaged teachers in unpacking rich mathematics content and the nature of students thinking. Supported opportunities for teachers to work toward teacher leadership in their professional communities. Assistant Faculty, Routines Professional Development, Elementary Mathematics, Northshore, Washington, 2008 Lead Faculty: Dr. Elham Kazemi Facilitated professional development sessions for elementary teachers on incorporating daily Routines for mathematical discussion and learning into their mathematics classrooms. PROFESSIONAL EXPERIENCE Assistant Professor of the Practice, Vanderbilt University, 2015-present Vanderbilt University Peabody College of Education and Human Development Department of Teaching and Learning Adjunct Assistant Professor, University of San Diego, For each of my courses, I employed complex instruction and student-centered learning in order to delegate mathematical authority to students and to challenge who can be mathematically competent. For each of the mathematics courses, a majority of students reported that they did not perceive themselves as competent in mathematics when entering the course. Upon completing each mathematics course, a majority of students reported an improved perception of competence and improved relationship with mathematics. Math for Future Elementary Teachers (Math 200): o Investigated challenging mathematics topics, including the Fundamental Theory of Arithmetic, making and testing conjectures, and writing proofs Investigations in Mathematics (Math 112): o Class of about 40 students who pursued non-math and science majors. o Non-math and science majors investigated challenging mathematics topics, including the Number Theory and Chaos Theory. Curriculum and Methods of Teaching in Today s Global Secondary Mathematics Classrooms (Educ 532/332): o Taught a diverse mix of mathematics methods students, including K-12 elementary, middle, and high school mathematics and science pre-service teachers. Teresa K. Dunleavy, Ph.D. 4

5 Adjunct Faculty, University of California, Irvine, Advanced Concepts in Learning and Cognition (ED 203): o Redesigned course with Dr. Elizabeth van Es and Catherine Michener by considering implications for designing instruction and assessing student learning. o Taught two sections of 40 Masters and Credential Program teaching candidates during the last quarter of their program. o Modeled sociocultural learning theory (SCLT) while candidates learned about SCLT by using complex instruction, so that students co-constructed knowledge and utilized intellectual authority in their coursework. o Facilitated opportunities to examine contemporary theories of learning by investigating the roles of the individual, social, and contextual factors. Adjunct Faculty, San Diego State University, 2014 Research on Mathematics Teaching and Teachers: A Closer Look at Equitable Teaching and Learning Practices (MthEd 604) o Invited to teach a graduate seminar to Masters and Ph.D. students on current research in teaching in mathematics education. o Modeled and investigated equitable teaching and learning practices, including: complex instruction, tasks, status, race, mathematical competence, perceptions of competence, discourse, social justice, and identity. Faculty Supervisor for Student Teachers, San Diego State University, 2014 Supervised mathematics and physics student teachers in urban, diverse, high-needs secondary schools. Helped student teachers identify their own goals and encouraged them to use student-centered learning spaces and incorporate discourse into the classroom. Related student teachers work to Common Core State Standards for Mathematical Practice and to the Next Generation Science Standards. Teaching Associate, University of Washington, Seattle, University Accelerated Certification for Teachers (U-ACT), Developed innovative program in which novice teacher learning focused on sharing classroom video and student work that featured positioning students competently through student-centered learning and student discourse during teachers entire induction year. Recruited additional first- and second-year secondary mathematics teachers to participate in the yearlong mathematics methods course as a professional development opportunity. Teaching Associate, University of Washington, Seattle, Teacher Education Program (TEP), Teaching Mathematics in the Secondary School, Part I & Part II (EDTEP 582) and 583): o Piloted groundbreaking opportunities for teaching candidates to participate in methods courses as a mediated field experience situated in high school classrooms. o Supported teacher candidates in their university coursework and in their field placements. o Focused course on equitable teaching and learning practices, including discourse, student-centered teaching and learning, and status Teresa K. Dunleavy, Ph.D. 5

6 Teaching Assistant, University of Washington, Seattle, TEP, Teaching Mathematics in the Secondary School, Part I, and Part II (EDTEP 582) and 583): o Supported the instructor in using innovative teaching methods situating instruction in high school classrooms as a mediated field experience. Teaching Facilitator, Mediated Field Experience, Seattle, Washington, Co-facilitated a partnership with a local high school that brought teacher candidates into a Mediated Field Experience with a secondary classroom during their first quarter of teacher education courses. Secondary Mathematics Coach, University of Washington, Seattle, TEP, Coached secondary mathematics teacher candidates in their field placement classrooms. Mediated the relationship between teacher candidates and cooperating teachers. SECONDARY TEACHING AP Statistics Instructor, Lakeville North High School, Lakeville, MN, Taught AP Statistics to freshman through senior high school students. Attended summer training institute for each of three years. During three years of teaching, student pass rate started at 75% and increased to 83%, during which time the national passing average was about 61%. Secondary Mathematics Instructor, Lakeville North High School, Lakeville, MN, Taught Integrated II, III, & Integrated III Honors, Taught Geometry, Algebra 2, & Algebra 2 Honors. Secondary Mathematics Instructor, Eastview High School, Apple Valley, MN, Taught Algebra I & Statistics, Algebra II, Geometry Concepts, & Geometry. Accepted this position over another offer in order to have the opportunity to work with low-tracked students. PRESENTATIONS *Peer reviewed presentations and papers *Dunleavy, T.K. and Zavala, M. (2014, February). Teachers' Discursive Positioning Moves Mediating the Formation of Students' Identities. Presentation at the annual meeting of the Association of Mathematics Teacher Educators, Irvine. *Dunleavy, T.K. (2013, April). How do we Talk in Here? A Discourse Analysis investigating Teacher Talk and Striving for Equity in High School Algebra. Presentation at the annual meeting of the American Educational Research Association, San Francisco. Teresa K. Dunleavy, Ph.D. 6

7 *McDonald, M., Kelley-Petersen, M., Dunleavy, T.K., Danielson, K., Kavanah, S., Baeder, A., Mikolasy, K. (2013, January). Teacher Education Pedagogy: Developing Core Practices Across Content Areas. Symposium presented at the annual meeting of the American Association of Colleges for Teacher Education, Orlando. *Russell, N.M., Zavala, M., Gutiérrez, R.J., & Dunleavy, T.K. (2012, April). Teaching and Learning: Stories of Equity in High School Mathematics. Groupwork, Positioning, and Learning in High School Mathematics. Symposium presented at the annual meeting of the National Council of Teachers of Mathematics Presession, Philadelphia. *Campbell, S. & Dunleavy, T.K. (2012, April). Connecting Methods Courses with Teacher Knowledge through Mediated Field Experiences. Paper presented at the annual meeting of the National Council of Teachers of Mathematics Presession, Philadelphia. *Russell, N.M., Zahner, W., Zavala, M., & Dunleavy, T.K. (2012, April). High School Students Identity, Positioning, and Learning in Mathematics. Symposium presented at the annual meeting of the American Educational Research Association, Vancouver. *Campbell, S. & Dunleavy, T.K. (2012, April). Connecting University Coursework and Expert Teacher Knowledge through Mediated Field Experiences. Paper presented at the annual meeting of the American Educational Research Association, Vancouver. *Dunleavy, T.K. (2011, April). What makes me smart? Student positioning in high school mathematics. Paper presented at the annual meeting of the National Council of Teachers of Mathematics Presession, Indianapolis. *Dunleavy, T.K. (2011, April). What makes me smart? Student positioning in high school mathematics. Paper presented at the annual meeting of the American Educational Research Association, New Orleans. *Campbell, S., Cunard, A., Kazemi, E., Zavala, M., & Dunleavy, T.K. (2011, January). The Mediated Field Experiences in Teacher Education. Session presentation at the annual meeting of the Association of Mathematics Teacher Educators, Irvine. PROFESSIONAL AFFILIATIONS AERA, American Educational Research Association AMTE, Association of Mathematics Teacher Educators Creating Balance in an Unjust World: Mathematics Education and Social Justice CA-NAME, California Chapter of the National Association for Multicultural Education NCTM, National Council of Teachers of Mathematics WaToToM, Washington Teachers of Teachers of Mathematics Teresa K. Dunleavy, Ph.D. 7

8 HONORS Doi Doctoral Student Research Fund, University of Washington, College of Education, granted $1500, 2012 You Rock! Educator Award, Lakeville North High School, MN, 2007 Lakeville Inclusive Educators Award, MN, 2007 SERVICE Professional Community Reviewer, Journal of Urban Mathematics Education (JUME) Reviewer, Association of Mathematics Teacher Educators (AMTE) Reviewer, Journal of Mathematics Teacher Education (JMTE) Symposium Chair, American Educational Research Association conference, San Francisco, CA (AERA) Reviewer, American Educational Research Association (AERA) Reviewer, National Council of Teachers of Mathematics Research Pre-session (NCTM) Reviewer, Psychology of Mathematics Education, North American Chapter (PME-NA) Educational Community Volunteer Secondary Mathematics Tutor, Episcopal Refugee Network, San Diego, CA. Volunteer Supervisor of Teacher Candidates, Joined Dr. Lisa Lamb in supervising teacher candidates working toward certificate through San Diego State University. New Student Mentor, College of Education, University of Washington, Seattle. President, Vice-President, Faculty Council Representative, and Curriculum & Instruction Representative, Associated Students of the College of Education, University of Washington, Seattle. Volunteer, Seattle Bilingual Orientation Center, Seattle, Washington. Proficient in Spanish. Teresa K. Dunleavy, Ph.D. 8