Leveraging Mathematics Teacher Leaders in Support of Student and Teacher Learning

ABSTRACT

Transforming mathematics learning and teaching toward more equitable and effective approaches is critical to student mathematics learning and identity development. This task at-scale in a district takes time, commitment, and mathematics expertise that may not be widespread in the absence of focused professional development. District and regional mathematics leaders with university mathematics and mathematics education faculty partnered to address this challenge by designing a professional development program that prepared K-12 teachers of mathematics as leaders at the classroom, school, and district level. Described are specific aspects of a professional learning model focused on developing mathematics content, pedagogical, and leadership knowledge and skills. Also provided are findings related to the impact of the project’s professional development on shifts in instructional practice and student achievement.

KEYWORDS:

• Mathematics specialists
• teacher leaders
• coaches
• professional development
• teacher learning
• student learning

Acknowledgments

The authors would also like to thank Jennifer Weston-Sementelli for conducting a thorough statistical review and Caroline Qureshi for her instrumental contributions both during the study and for this manuscript.

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Notes

¹ All duplicate records included identical Smarter Balanced Assessment scores. In 356 of these records a student was linked to multiple teacher types. In these cases, if a student was assigned to an EaMML teacher the record for the EaMML teacher was maintained in the sample. For those with both dropped teachers and non-EaMML teachers the record for the dropped teacher was maintained.

Additional information

Funding

This work was supported by the Mathematics and Science Partnerships grant program, a competitive grant through the Oregon Department of Education [Office of Elementary and Secondary Education, Title IIB].