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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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This content will become publicly available on August 1, 2026
Positioning K-8 Classroom Teachers as Mathematics Instructional Leaders
In this research report, we consider how to empower K-8 teachers as mathematics instructional leaders to initiate and sustain improvements within their schools, as a practical and sustainable model of enacting change in mathematics education more broadly by developing leadership from within. We share the theoretical framework and findings from a 5-year National Science Foundation project. We utilized a longitudinal mixed methods approach, collecting data on teachers’ knowledge, instructional practices, leadership practices, and self-perception of growth throughout the project, triangulated with focus group data from teachers’ school administrators and project leaders and logs of leadership activities. Findings indicate positive changes in teachers’ knowledge and practices and in their role as instructional leaders in their schools, districts, and the mathematics education community. We conclude by sharing factors that appeared to support teachers’ growth as instructional leaders and implications for practice and research.
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- Award ID(s):
- 2050606
- PAR ID:
- 10658051
- Publisher / Repository:
- Education Sciences
- Date Published:
- Journal Name:
- Education Sciences
- Volume:
- 15
- Issue:
- 8
- ISSN:
- 2227-7102
- Page Range / eLocation ID:
- 982
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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