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It analyzes case studies of teacher participation, including collaboration, network support, and emergent leadership, and evaluates how school context influences engagement. The report also explores changes in teaching practice and perceived effects on student engagement, while outlining opportunities and challenges for integrating improvement science in daily work and planning for spread and scale.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-better-math-teaching-network-year-one-developmental-evaluation-report/585576/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-better-math-teaching-network-year-one-developmental-evaluation-report/585576.png","ImageObject",300,407,{"name":92,"@type":93},"Alex Sinclair","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the focus of the BMTN Year 1 work for teachers and students?","Question",{"text":112,"@type":113},"The network aimed to transform high school Algebra I instruction to be more student centered. Teachers and researchers worked together to test and refine improvement strategies in real classroom settings.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did teachers participate in the network during the first official year?",{"text":117,"@type":113},"During the 2016–17 school year, 23 teachers from five New England states participated. Teachers collaborated to make instruction more student centered and engaged with structured learning activities.",{"name":119,"@type":110,"acceptedAnswer":120},"What role does improvement science play in the network, and what challenges are identified?",{"text":121,"@type":113},"The report discusses integrating improvement science principles into teachers’ daily work using quick-cycle improvement methods. It also examines opportunities and challenges associated with teachers’ understanding, confidence, and system-level learning tied to improvement cycles.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585576,1792188575,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1099523882182,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","The Better Math Teaching Network Year One: Developmental Evaluation Report  \nA U T H O R E D B Y  \nJennifer Lin Russell  \nJennifer Zoltners Sherer  \nJennifer Iriti Courtney Long  \nContents  \n1  \n2  \n3  \n4  \n5  \nIntroduction 6  \nCase Studies of Teacher Participation 15  \nCase Study Overview 13  \nCase Study 1: Collaboration and Spread and Rural Maine 16  \nCase Study 2: Network as a Critical Learning Support 29  \nCase Study 3: Learners as Emergent Leaders 39  \nTeacher Participation in The Better Math Teaching Network 49  \nIntegrating Improvement Science into Practice:  \nWhat are the opportunities and challenges associated with integrating improvements science priciples into the daily work of teachers and leaders?  \nIntegrating Improvement Science  \ninto Practice 60  \nTo what extent and in what ways do participating teachers’schools contexts shape their engagement in the network?  \nSchool Context 73  \nTo what extent and in what ways do participating teachers’schools contexts shape their engagement in the network?  \nInfluence on Teaching 81  \nIn what ways do teachers think their practice has changed as a result of BMTN?  \n6  \n7  \nInfluence on Students 93  \nTo what extent and how much do teachers perceive that change ideas are engaging more students and a more diverse set of students?  \nLooking Toward the Future:  \nSpread and Scale of Network Impact  \nLaying the Groundwork for Spreading and Scaling the Network’s Learning  \nReference List  \nAppendix A  \nMethodology and Data Sources  \n3  \nTable of Figures  \nTeacher Participation in the Better Math Teaching Network  \nFigure 2.1: Utility of network activities 52  \nFigure 2.2: Teacher enthusiasm about PDSA cycles 53  \nFigure 2.3: Viewing of other network member material 55  \nFigure 2.4: Outside of network interaction 56  \nFigure 2.5: Value in network participation 57  \nFigure 2.6: Time spent on BMTN related work 58  \nIntegrating Improvement Science into Practice  \nFigure 3.1: Understanding and confidence in PDSA cycle 64  \nFigure 3. 2: Improvement science and improvement in student  \nengagement 64  \nFigure 3. 3: Perceptions of improvement science tools 66  \nFigure 3. 4: System level understanding 67  \nFigure 3. 5: Challenges of improvement science 68  \nTable 1: PDSA cycle challenges 69  \nFigure 3. 6: Change idea sources 71  \nSchool Context  \nFigure 4.1: Teacher connections by state 76  \nFigure 4. 2: Teacher interaction with school colleagues 79  \nFigure 4. 3: Teacher in-school opportunities for conversation 79  \nInfluence on Teaching  \nFigure 5.1: Since joining the network my approach as a teacher has changed 83  \nFigure 5. 2: Frequency teachers engage students in student-centered learning 84  \nFigure 5. 3: Learning opportunities tied to PDSA cycles 85  \nTable 2: Change ideas tested, by element of deep engagement in algebra 85  \nFigure 5. 4: Frequency of DEAs used in PDSA cycles during 2016-2017 87  \nFigure 5. 5: Shift in challenges 90  \nFigure 5. 6: Teacher perception of Hub support 91  \nFigure 5. 7: Access to expertise 92  \nInfluence on Students  \nFigure 6.1: Opportunities to intentionally support students 94  \nLaying the Groundwork for Spreading and Scaling the Network’s Learning  \nFigure 7.1: Social learning in the network 104  \nFigure 7. 2: Adequate opportunities to share 105  \nFigure 7. 3: Network leader communication about progress 107  \nFigure 7. 4: Teacher interest in sharing learning 108  \nIntroduction  \nThe Better Math Teaching Network (BMTN) Year 1 Report  \nThe Better Math Teaching Network (BMTN) is looking to transform high school math instruction  \nin New England and beyond. Through this network, researchers and practitioners are working  \ntogether to make high school Algebra I classes more student centered. Launched in 2016 by researchers and expert practitioners at the American Institutes for Research (AIR), with support from the Nellie Mae Education Foundation, the network is grounded in the following FIVE CORE PRINCIPLES:1  \n1. Teachers are central to change.  \nTeachers","cbCaicbVyo6kkT9s","https://ap.wps.com/l/cbCaicbVyo6kkT9s","pdf",4277772,124,"English","# Introduction\n## Case Studies of Teacher Participation\n## Teacher Participation in The Better Math Teaching Network\n# Integrating Improvement Science into Practice\n## School Context\n## Influence on Teaching\n## Influence on Students\n## Looking Toward the Future: Spread and Scale of Network Impact\n## Laying the Groundwork for Spreading and Scaling the Network’s Learning\n# Reference List\n# Appendix A\n## Methodology and Data Sources","[{\"question\":\"What was the focus of the BMTN Year 1 work for teachers and students?\",\"answer\":\"The network aimed to transform high school Algebra I instruction to be more student centered. Teachers and researchers worked together to test and refine improvement strategies in real classroom settings.\"},{\"question\":\"How did teachers participate in the network during the first official year?\",\"answer\":\"During the 2016–17 school year, 23 teachers from five New England states participated. Teachers collaborated to make instruction more student centered and engaged with structured learning activities.\"},{\"question\":\"What role does improvement science play in the network, and what challenges are identified?\",\"answer\":\"The report discusses integrating improvement science principles into teachers’ daily work using quick-cycle improvement methods. It also examines opportunities and challenges associated with teachers’ understanding, confidence, and system-level learning tied to improvement cycles.\"}]","The Better Math Teaching Network Year One - Developmental Evaluation Report | PDF",1792055159,312]