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1. How informal elementary teacher leaders in mathematics are positioned in advice and information networks

   https://doi.org/10.1111/ssm.12687  

   Nguyen, Phi; Webel, Corey; Dames, Brendan (June 2024, School Science and Mathematics)

   Abstract In this article, we examine how elementary classroom teachers who are pursuing their Elementary Mathematics Specialist certification—who we refer to as Elementary Mathematics Specialists in Training (EMSTs)—are positioned in their advice and information networks for mathematics. Analyzing the advice networks of six elementary schools in one district, we found that EMSTs were sought out by more individuals than other teachers, and when sought out by others, provided advice at a greater frequency than formal leaders. EMSTs' advice‐interactions were often with grade‐level peers, with interactions in the same grade occurring at a greater frequency than those spanning grade levels. We also found that, in the school with a formal mathematics‐specific leader, advice interactions were primarily directed at the formal leader, including the advice‐seeking of the EMSTs at that school. Based on our findings, we conclude with implications for how teacher education programs and school administrators can support mathematics teacher leaders in enacting leadership from their classrooms. 

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2. Of Teams and Ties: The Power of Required Team Membership to Foster Teacher Instructional Support Networks.

   https://doi.org/0013161X18785868.  

   Woodland, R.; Mazur, R. (July 2018, Educational administration quarterly)

   This study examined an urban district’s capacity to diffuse instructional innovations. Social network analysis (SNA) was used to examine the relationship between “informal” teacher support networks and “formal” teacher support networks engineered by administrators through required membership on a team. This study also sought to uncover how school leaders considered study findings in light of their district’s theory of change to improve teacher collaboration. Method: About 1,100 employees responded to a sociometric survey that queried for demographics, team membership, and advice-seeking behavior. SNA methods were used to examine network cohesion (i.e., size, density, isolates, ties) and degree centrality. Statistical analyses (chi-square and multinomial logistic regressions) were performed to examine how team membership were associated with teachers’ advice-seeking behaviors. Visual inspection of sociograms was used to communicate and make meaning of findings with district personnel. Findings: The majority of teachers’ informal instructional support ties were concomitant with shared membership on an administrator created formal team. The majority of teachers who reported that at least one colleague had a strong, positive influence on their practice, also participated in at least one formal team, and believed their team’s collaboration positively affected their instructional practice. Implications: School leaders affect quality of instructional support networks through organizational design. The extent to which teachers are able to access social capital and instructional support is influenced by the choices administrators make about how to structure teacher collaboration. 

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3. Uncovering the Connections Among Rural Science Teachers: A Social Network Analysis

   https://doi.org/10.1177/23328584241253821  

   Poulsen, Tracy; Leary, Heather; Daly, Alan; Sansom, Rebecca (May 2024, AERA Open)

   Using social network analysis, we sought to characterize the professional collaboration and advice networks among rural science teachers. Furthermore, we explored how the characteristics of individual teachers and distance between teachers affected the likelihood of forming connections. Science teachers in publicly funded rural schools were asked whom they collaborate with and seek advice from and the mode and frequency of their communications. Results were analyzed using UCINET to calculate statistical significance of tie formation. Ties among rural teachers were sparse, with a quarter of teachers having no connections within the bounded network. In contrast to other social network studies, characteristics of individual teachers were not a significant predictor of tie formation in our population, but geographic proximity was a strong predictor. Our findings suggest that districts can support teachers in forming supportive ties by providing time, funding, and/or technology tools and training. 

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4. “Look at us as family & not just numbers”: Community Members Refute Dehumanizing Mathematical Discourse During Potential School-Closure Discussions

   Gómez Marchant, Carlos Nicolas; Reed, Carolynn Campbell; Gargroetzi, Emma C.; Aguilar, Alexandra R. (March 2023, Anti-Racism Policy Journal)

   We examine the civic engagement of three individuals from the Brass Bell Elementary School community who are facing the potential closure of their school by the district. In a community meeting with district personnel, a teacher, student, and Spanish-speaking parent challenge the district’s dehumanizing use of mathematics in their presentation. The community members are actively resisting the school’s closure and their opposition to the district’s mathematical model of equality (Tate et al., 1993) highlights the strategies they use to contest the erasure of their humanity. Their actions also challenge the myth that mathematics is purely objective and neutral. This paper explores the contestation strategies employed by these community members in response to the district’s presentation. 

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5. “I Didn't Know It Formally”: Shifting Work and Intended Influences of Informal Teacher Leaders in the Third Year of Mathematics Professional Development

   https://doi.org/10.1111/ssm.18340  

   Brown, Karie; Auslander, Susan Swars; Vo, Michael_Cao Hung; Bingham, Gary E; Fuentes, Debra S (January 2025, School Science and Mathematics)

   The development and use of elementary mathematics specialists (EMSs) is an indispensable approach for improving mathematics instruction in schools. This holistic singular‐case study explored the teacher leadership of 26 EMSs across a three‐year period as they developed in their informal teacher leader role during a five‐year mathematics professional development program. To examine participants' teacher leader work and intended influences of these efforts, quantitative and qualitative data were collected. Findings of a teacher leader record show the prevalence, variability, audiences, and shifts in their teacher leader efforts, with the interview data illuminating complexity and extensions. In their advocacy for ambitious and equitable instruction, the EMSs sought to support students, families, teachers, administrators, and community members in particular ways. Shifts were observed as they became more comfortable with their roles and responsibilities as teacher leaders. They were increasingly positioned as holders of expertise within communities of practices in their schools, contributing to more influence in their settings. EMSs reported not only supporting teachers through leading professional development but advocating for students and best practices informally in ad hoc hallway conversations. Notably, the EMSs recognized expertise in fellow teachers and sought to elevate them as leaders. 

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