Transitioning from practicing teacher to teacher leader: a case study

ABSTRACT

Given US students’ lack of international competitiveness in mathematics and science, many states have adopted the Common Core State Standards for Mathematics (CCSSM). To help ensure that the Standards for Mathematical Practice within the CCSSM and effective teaching practices are implemented appropriately, many teachers are emerging as teacher leaders with the intent of supporting teachers with this implementation. Unfortunately, not all of these teachers are necessarily prepared in the field of teacher leadership. Recognizing the importance of having well-prepared teacher leaders, this article describes the case of Ms. Hodges, as she transitioned from mathematics teacher to teacher leader. Data revealed that several factors affected Ms. Hodges’ transition, some positively and others negatively. These results as well as implications for teacher leader development are provided.

KEYWORDS:

• Case study
• teacher leader
• mathematics teacher leader

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Natasha E. Gerstenschlager

Dr Natasha E. Gerstenschlager is an assistant professor in the Department of Mathematics at Western Kentucky University. She received her BS and MS in mathematics and PhD in mathematics education from Middle Tennessee State University. She teaches content courses in mathematics for future elementary, middle, and secondary teachers. Her research interests include supporting the development of mathematical and pedagogical content knowledge for pre-service and in-service teachers.

Angela T. Barlow

Dr Angela T. Barlow is the Dean of the Graduate School and Director of Sponsored Programs at the University of Central Arkansas, where she is tenured as a professor of mathematics education in the Department of Mathematics. She received her BS, MEd, and PhD in mathematics education and MAM in applied mathematics from Auburn University. Her research focuses on supporting the instructional change process in elementary mathematics classrooms.