Independent Research Affirms the Impact of LRSD’s Math Professional Learning Model

The Louis Riel School Division is proud to share findings from a recently completed Master of Education thesis by Ryan Creelman (Queen’s University), which examined the impact of LRSD’s job-embedded professional learning model in mathematics.

The study provides independent evidence that sustained, well-designed professional learning can meaningfully strengthen teaching practice, especially for educators who begin with lower confidence in teaching the subject.

What the Research Found

Ryan’s research examined changes in teachers’ confidence, beliefs, and instructional practices over time. Key findings include:

  • Teacher confidence increased significantly, with the largest gains among educators who initially reported the lowest confidence
  • Confidence gaps between teachers narrowed over time, pointing to a levelling effect across participants
  • Teachers described measurable shifts in classroom practice, including:
    • increased use of rich mathematical tasks
    • greater emphasis on student discourse and reasoning
    • clearer feedback and assessment aligned to learning goals
    • intentional normalization of struggle and productive mistakes

Importantly, these shifts were sustained (not one-offs) and were closely tied to the design of the professional learning model itself.

Why This Matters

The findings reinforce an important system-level insight: effective professional learning doesn’t just amplify existing strengths — it lifts the whole system, starting with those who need it most.

Rather than relying on isolated workshops, the model studied in this research emphasized:

  • ongoing learning over time
  • collaboration with colleagues
  • modelling of instructional strategies
  • opportunities to reflect, try, and refine practice in real classrooms

This approach aligns with LRSD’s commitment to equity, belonging, and continuous improvement in teaching and learning and the Assessment and Instruction for Mathematics (AIM) Collective’s co-constructing professional development model (Youmans et al., 2025).

A Partnership Grounded in Learning

This research was made possible through a strong partnership between classroom educators, school leadership, and post-secondary partners, with shared attention to ethical research practices and instructional improvement.

LRSD is grateful to Ryan Creelman and Queen’s University, as well as research partners from Carleton University, through LRSD’s affiliation with the Assessment and Instruction for Mathematics (AIM) Collective, for contributing rigorous scholarship that deepens our understanding of how professional learning works and for whom it matters most.

As a learning organization, LRSD remains committed to grounding decisions in evidence, listening closely to educator experience, and strengthening professional learning that supports both teacher growth and student success.

Note: References to the thesis are shared with permission of the author and supervising institution.