The Evolution of Elementary Mathematics Teacher Leaders Across Three-Year Professional Development

• In Event: Advancing Equity and Excellence in Mathematics Education

Abstract

This longitudinal study explored the teacher leader formation and application of 26 novice Elementary Mathematics Specialists across 3-year professional learning. They worked in 23 urban-situated schools and had a primary responsibility of teaching students. Thus, as teacher leaders they were boundary crossers leading from their classrooms, which included facilitating professional development, coaching teacher candidates, supporting a community-based after-school tutoring program, and facilitating school-wide mathematics events for families. Surveys and an assessment were administered across four time points, and individual and focus group interviews were conducted at the end of Year 3. Findings show significant and productive development of their coaching practices, coaching confidence, and mathematical knowledge for teaching, as well as illuminate complexity in this growth.

Authors

• Susan Swars Auslander, University of Alabama

• Carla Lynn Tanguay, Georgia State University