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

This content will become publicly available on January 29, 2026

Title: “I Didn't Know It Formally”: Shifting Work and Intended Influences of Informal Teacher Leaders in the Third Year of Mathematics Professional Development
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.  more » « less
Award ID(s):
2409848
PAR ID:
10586019
Author(s) / Creator(s):
; ; ; ;
Publisher / Repository:
Wiley Online Library
Date Published:
Journal Name:
School Science and Mathematics
ISSN:
0036-6803
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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