03/13/2026
By Zakkiyya Witherspoon

The School of Education invites you to attend a doctoral dissertation defense by Charles D. Caliris “Strengthening the Mathematic Instructional Leadership (MIL) Self-Efficacy of Building Leaders to Advance Equitable Outcomes for Students with Disabilities (SWD): An Improvement Science Study."

Candidate: Charles D. Caliri
Degree: Doctoral- Ed.D. Leadership in Schooling
Defense Date: March 26, 2026
Time: 6 p.m.
Location: Via Zoom
Thesis/Dissertation Title: Strengthening the Mathematic Instructional Leadership (MIL) Self-Efficacy of Building Leaders to Advance Equitable Outcomes for Students with Disabilities (SWD): An Improvement Science Study

Dissertation Committee

  • Chair: Michelle Scribner, Ed.D., Graduate Program Coordinator, School of Education, University of Massachusetts Lowell
  • Committee Member: Christina Whittlesey, Ph.D., Adjunct Faculty, School of Education, University of Massachusetts Lowell
  • Committee Member: Kaitlyn Angulo, Ed.D., Adjunct Faculty, School of Education, University of Massachusetts Lowell

Abstract
Mathematics achievement disparities for students with disabilities and historically marginalized students in the Devonshire Regional School District (DRSD, pseudonym) persisted despite substantial investments in curriculum and professional learning. When building leaders lack confidence observing mathematics instruction and providing UDL-aligned feedback, curriculum alone is unlikely to produce equitable outcomes. This study examined whether strengthening mathematics instructional leadership (MIL) self-efficacy could address this gap and support more equitable implementation of high-quality instructional materials (HQIM). It addressed two questions: (1) To what extent does targeted professional learning increase leaders’ MIL self-efficacy? and (2) How do leaders describe changes in feedback practices? Using improvement science methodology and grounded in Bandura’s theory of self-efficacy, this study implemented a six-week Plan-Do-Study-Act (PDSA) cycle with six K-8 building leaders. The intervention included mathematics-focused professional learning, structured observations using a UDL-aligned tool, and collaborative analysis. Quantitative results from the Mathematics Instructional Leadership Self-Efficacy Scale (MLSE) indicated a statistically significant increase of 4.92% in leader self-efficacy. An additional benchmark aimed for 80% of leaders to meet criteria for actionable, UDL-aligned feedback; 67% met this benchmark. Qualitative findings indicated improved feedback specificity, increased instructional clarity, and greater leader engagement in mathematics classrooms. Although the projected 10% growth target was not met and the short duration and small sample limit generalizability, findings suggest MIL self-efficacy is responsive to structured, job-embedded learning. Districts implementing HQIM should provide parallel professional learning for building leaders and align organizational conditions to sustain equitable instructional practice.

Keywords: mathematics instructional leadership; self-efficacy; high-quality instructional materials (HQIM); Universal Design for Learning (UDL); improvement science; professional learning