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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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Dimensions of Successful Elementary Teachers' Effectiveness during Professional Development
This 5-year mathematics professional development project involves 27 elementary teachers being prepared and supported as Elementary Mathematics Specialists (EMSs) through completion of a university’s K-5 Mathematics and Teacher Supporting & Coaching Endorsement programs, as well as participation in Professional Learning Communities and individual mentoring. Across the project, data are gathered to examine changes in mathematical content knowledge, instructional and coaching practices, beliefs, and teacher leader skills of the EMSs. Described here are Year 1 data from the participants, who have been identified as successful, experienced teachers, focusing on specific aspects of teacher effectiveness. The findings illuminate their classroom instructional practices, including those that are learner-centered and equitable, along with their early histories as learners of mathematics.
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- Award ID(s):
- 1950064
- PAR ID:
- 10321793
- Editor(s):
- Olanoff, D.
- Date Published:
- Journal Name:
- Proceedings of the 43rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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