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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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This content will become publicly available on January 29, 2026
“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.
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- Award ID(s):
- 2409848
- PAR ID:
- 10586019
- 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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