Leveraging Elementary Mathematics Specialists: District and School Structures Influencing Their Efficacy and Autonomy (Poster 6)

• In Event: Exploring the Influence of Organizational and Leadership Contexts on the Work of Coaching

Abstract

The XXXX project developed and positioned elementary mathematics specialists (EMSs) to support school-wide shifts toward more equitable and effective mathematics teaching practices. With a proven professional learning (PL) approach, participating schools implemented one of four EMS models–departmentalized teacher, generalist teacher and grade-level coach, school-level coach–each engaging with students and colleagues differently. With 30 participants (24 teachers, 6 coaches) across twelve schools, XXXX investigated context-specific influences on EMS efficacy and autonomy.


XXXX aimed to broaden mathematics leadership capacity in ways that took advantage of existing school structures (i.e., grade-level PL communities) and personnel (i.e., no added positions). District leaders were interested in learning how they might best utilize mathematics teacher leaders in preparation for adoption and implementation of new instructional materials. Building leaders were enthusiastic about the vision of widespread teacher capacity and collaboration as it had been many years since mathematics was a district focus. Through a combination of common and role-specific PL, participants would develop their expertise as mathematics teachers and leaders and subsequently engage colleagues in ongoing PL.


Data were collected from EMSs and their teacher colleagues. Instruments measured mathematical knowledge needed for teaching (content assessment), instructional practices (survey, classroom observation, artifacts), school climate (survey), leadership preparedness and practice (survey), and students’ mathematics achievement. The project used a repeated measures within-group design to assess EMS-level outcomes over time and a rigorous quasi-experimental study to determine the models’ impact on student achievement. Results indicate significant gains in leadership preparedness and practice, use of research-based instructional practices, and improved school climate. All four models were conducive to preparing leaders and having them lead, though EMSs were more successful when supported by a coach.


Many factors influenced leadership efforts. District leadership backed the project and provided support to building-level leadership; however, the district maintained control over the PL provided at the district and school level leaving minimal agency for the EMSs to design and deliver PL. While formal PLC meeting opportunities were minimal, EMSs provided other forms of spontaneous mathematics leadership. Survey results showed growth in the implementation of all leadership practices with significant growth in strategies for working with adult learners and pushing for instructional improvement (e.g., pressing for specific teaching rationale, encouraging discussions specific to what students will learn, creating a space for debate about varied approaches to instruction).While there were engaged building administrators encouraging project implementation, turnover and lack of commitment to the EMS models were challenges. Within schools, EMS teachers with access to a coach demonstrated the greatest gains in their ability to help teachers implement research-based instructional practices; and they reported a stronger school climate. School-level barriers included lack of interest in school-wide participation and shifting job assignments (e.g., grade levels, schools, moving into leadership). While many factors listed already are not controllable; many are, but require decisive action. XXXX findings suggest the following supports for EMSs: enlist building-level coaches; structure time for teacher collaboration; and entrust EMSs to design learning that is responsive to the teachers and students they serve.

Authors

• Nicole R. Rigelman, Portland State University

• Chandra Lewis, RMC Research Corporation