Dr. Courtney K. Baker
Mathematics Education Leadership , PhD in Education and Human Development
Academic Program Coordinator, Mathematics Education Leadership
Center Director, Mathematics Education Center
Dr. Courtney Baker is an assistant professor in the Mathematics Education Leadership program at George Mason University. She holds a PhD in education with specializations in mathematics education leadership and teaching and teacher education. She also has a Master’s degree in Education Leadership and a Mathematics Specialist endorsement. Prior to working in higher education, Baker worked as a teacher, mathematics specialist and professional development facilitator for Fairfax County Public Schools. Currently, Dr. Baker teachers Masters and Doctoral classes that center on incorporating problem solving and productive discourse effectively into classroom instruction. Dr. Baker’s research agenda is centered in mathematics education and teacher development. She is interested in advancing the role of mathematics specialists to develop effective mathematics teacher leaders that both impact student achievement and increase interest in mathematics. To help increase the intentionality of coaching interactions by simultaneously considering mathematics content, coaching and teaching practices, and professional relationship building, she co-developed the Decision-Making Protocol for Mathematics Coaching: a four-phase protocol that provides guidance to coaches as they support the skillful implementation of the eight research-based Mathematics Teaching Practices from Principles to Actions: Ensuring Mathematical Success for All (NCTM, 2014). Additionally, she works with in-service teachers and mathematics coaches to examine how they might integrate STEM into K-12 classrooms using model-eliciting activities.
Dr. Baker’s research agenda is centered in mathematics education and teacher development. Her specific research interests are:
- Development of mathematics specialists, coaches, and teacher leaders
- Model-eliciting activities
- Self-study methodology
- Synchronous online teaching; specializing in leadership
- Design-based implementation research w/ district partnerships
- STEM integration and problem-based learning
* Indicates graduate student; # indicates K-12 school partner
Baker, C. & Knapp, M. (2019). The decision-making protocol for mathematics coaching: Addressing the complexity of coaching with intentionality and reflection. Mathematics Teacher Educator, 7(2), 27-43.
Baker, C. & Hjalmarson, M. (2019). Designing purposeful interactions to advance synchronous learning experiences. International Journal of Web-based Learning, 14(1), 1-16.
Baker, C. K., Galanti, T. M.*, Graham, J.#, Hayden, K*#. & Bailey, P. (2018). From book club to professional learning community: Empowering a network of mathematics specialists. School University Partnerships, 11(4), 48-63.
Baker, C., Knapp, M., & Galanti, T. M.* (2018). Principles to actions: Coaches engage. Teaching Children Mathematics, 25(1), 36-45.
Baker, C. K. & Galanti, T. M.* (2017). Integrating STEM in K-8 classrooms using model-eliciting activities: Responsive professional development for mathematics teacher leaders. International Journal of STEM Education, 4(10). doi:10.1186/s40594-017-0066-3
Baker, C. K., Bitto, L., Wills, T., Galanti, T. M.*, & Eatmon, C.* (2018). Developing teacher leaders through self-study: A mathematics education field experience. In Hodges, T. E., & Baum, A. (Eds.). Handbook of Research on Teacher Education (pp. 635-658). Hershey, PA: IGI Global.
Gallagher, M. A., Parsons, S. A., Parker, A. K., Groth, L., Brown, E. L., Baker, C., & Suh, J. M. (2018). The importance of collaboration: Embedding courses in clinical practice. In K. Zenkov & K. Pytash (Eds.), Clinical experiences in teacher preparation: Critical, project-based interventions in diverse classrooms. New York, NY: Routledge.
Baker, C., Bailey, P., Larsen, S., & Galanti, T.* (2017). A critical analysis of emerging high-leverage practices for mathematics specialists. In M. McGatha and N. Riegleman (Eds.). Elementary Mathematics Specialists (183-192). Charlotte, NC: Association of Mathematics Teacher Educators.
Baker, C., Knapp, M., Hjalmarson, M., Rigelman, N., Bailey, P., & Mcgatha, M. (2017, October). Developing a research agenda of mathematics teacher leaders and their preparation and professional development experiences. In Galindo, E. B., Newton, J., Stump, S., & Kastberg, S. (Eds.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pages TBD). Indianapolis, IN: Purdue University.
Baker, C., Galanti, T.*, & Birkhead, S.* (2017, October). STEM and model-eliciting activities: Responsive professional development for K-8 mathematics coaches. In Galindo, E. B., Newton, J., Stump, S., & Kastberg, S. (Eds.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pages TBD). Indianapolis, IN: Purdue University.
Baker, C., Knapp, M., & Galanti, T.* (2017, October). Decision-making protocol for mathematics coaching: Connecting research to practice. In Galindo, E. B., Newton, J., Stump, S., & Kastberg, S. (Eds.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pages TBD). Indianapolis, IN: Purdue University.
Suh, J. M., Birkhead, S.* Baker, C., Frank, T., & Seshaiyer, P. (2017). Leveraging Coach-Facilitated Professional Development to Create Teacher Networks for Enhancing Professional Practice. In L. West & M. Boston (Eds.), Annual Perspectives in Mathematics Education: Reflective and Collaborative Processes to Improve Mathematics Teaching (89-100). Reston, VA: National Council of Teachers of Mathematics.
Groth, L.A., Parker, A., Parsons, S.A., Sprague, D., Brown, E. L., Baker, C. & Suh, J. (2017). George Mason University’s elementary PDS program: Embracing innovation. School-University Partnerships: The Journal of the National Association for Professional Development Schools, 10(1), 3-5.
Baker, C. K., Bailey, P., Hjalmarson, M. A, & King, L.* (2017). Mentoring mathematics teacher leaders: Guiding the transition from classroom teacher to agent of change. In Kent, A.M., & Green, A.M. (Eds.). Across the Domains: Examining Best Practices in Mentoring Public School Educators (pp.189-202). Charlotte, NC: Information Age Publishing.
Baker, C. (April, 2017). When teacher candidates “do the math” with Exemplars. [blog post] Retreived from: https://www.exemplars.com/blog/education/2607?utm_source=Master+Subscription+List&utm_campaign=ccb72d611b-20170427-anchorpaper-blog-A-B-PSCC&utm_medium=email&utm_term=0_bef865cbab-ccb72d611b-96728469
Baker, C., Galanti, T.*, Suh, J. M., Seshaiyer, P. & Frank, T. (2016, November). Identifying barriers to teacher growth in implementing problem solving by reflecting on lesson study. In Wood, M. B., Turner, E. E., Civil, M., & Eli, J. A. (Eds.), Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 355-358). Tucson, AZ: The University of Arizona.
Suh, J. M., Birkhead, S.*, Seshaiyer, P., Frank, T., & Baker, C. (2016, November). The use of coach facilitated professional development to deepen algebraic thinking across the transition grades. In Wood, M. B., Turner, E. E., Civil, M., & Eli, J. A. (Eds.), Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 442). Tucson, AZ: The University of Arizona.
Suh, J. M., Sprague, D. R., & Baker, C. K. (2016). Transforming mathematics teacher knowledge in the digital age through iterative design of course-based projects. In Niess, M., Driskell, S., & Hollebrands, K. (Eds.), Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age (190-214). Hershey, PA: IGI Global.
Baker, C. & Wills, T. (2012). Technology from the Classroom: Have you used a glog yet? Teaching Children Mathematics, 19(5), 324-327
- College of Education and Human Development
- School of Education
- Division of Advanced Professional Teacher Development and International Education
- Mathematics Education Leadership
- Elementary Education PK-6
- Teaching Culturally, Linguistically Diverse & Exceptional Learners
- Mathematics Education Center
- Center for Outreach in Mathematics Professional Learning and Educational Technology
- Center for Social Equity Through Science Education
- PhD in Education and Human Development
- Mathematics Methods for the Elementary Classroom (EDCI 552)
- Mathematics Learning and Assessment (K-8) (EDCI 644)
- Curriculum Development in Mathematics Education (EDCI 645)
- Mathematics Education Leadership for School Change (EDCI 646)
- Research in Mathematics Teaching (EDCI 666)
- Internship in Mathematics Education (EDCI 702)
- Internship in Education (EDCI 790)
- Mathematics Education Research on Teaching and Learning (EDCI 855)
- Mathematics Education Research Design and Evaluation (EDCI 858)
- Advanced Research Methods in Self-Study of Professional Practice (EDRS 825)
- Teaching Elementary Math in International Schools (EDUC 513)
- Doctoral Internship in Education (EDUC 890)
- Advanced Internship in Education (EDUC 994)
- Geometry and Measurement for K-8 Teachers (MATH 611)