Mentoring Mathematics Teacher Leaders: Guiding the Transition From Classroom Teacher to Agent of Change

• In Event: 54.073 - Across the Domains: Mentoring Throughout the Professional Journey

Abstract

To meet the needs of their roles, mathematics teacher leaders (MTLs), must support both teachers and students in the areas of content, pedagogy, and leadership. MTLs often face the many challenges unique to their profession in isolation and with limited resources, (Chval, et al., 2010; Felux & Snowdy, 2006). Given that both developing leadership skills and changing mathematics practices within schools takes time (Campbell, 2012), MTLs require ongoing guidance and support in order to become experts in their various roles (Borko, Koellner, & Jacobs, 2014; Chval et al., 2010).
This research explores how to meet MTLs’ continuing need for knowledge and skill development via annual institutes and monthly mentoring experiences that support them in their diverse leadership roles.
The Mathematics Specialist Institutes
The Mathematics Specialist Institute (MSI) is an annual, one-day professional development opportunity that provides a way for MTLs to gain valuable guidance and resources. Overall, participants of the MSI value the opportunity to share, discuss, and network with and learn from highly respected MTLs. “It was a great opportunity to see what other coaches in other counties are doing to see what I’m going through isn’t unique.” While the institute is successful in providing an opportunity to connect and have a learning opportunity focused on the MTL role, an annual, one-day meeting is not sufficient. We viewed these institutes as a launching point from which to create further mentoring opportunities for MTLs.
The Principles to Actions (PtA) Mentoring Network Groups
After the second MSI, we invited two small groups to participate in monthly meetings based on the book Principles to Actions (NCTM, 2014), to provide MTLs with additional support and mentoring. The MTLs wanted their peers at school to embrace the best-practices discussed and often sought guidance on how they could encourage teachers to adopt problem solving and using multiple representations at the classroom level. Participants found relief in meeting with other MTLs as they shared resources, discussed challenges, and engaged in networking that specifically supported their roles. “I like the collaboration with others from across the area. It’s nice to hear how others have to do their jobs and what they view their role to be.”
Lessons Learned
Just as novice teachers require continued professional development following their certification programs, MTLs need continuing knowledge and skill development. Peer-mentoring enables MTLs to talk openly to others in the same position whereas they might feel insecure or threatened being mentored by those in positions above them in administration. This is a necessity as the role of the MTL is fairly new and lacks definitive standards due to the differences in school and district expectations.
Participants in both the institutes and small groups looked at their peers as idea generators. The relevant topics discussed in these peer collaborative sessions served to support, uplift, and rejuvenate the MTLs as they continued their work of encouraging teacher growth and, in turn, student learning based on mathematical understanding.

Authors

• Courtney Baker, George Mason University

• Margret A. Hjalmarson, National Science Foundation

• Lesley King, George Mason University