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The mathematics content, pedagogical, and leadership knowledge and skills of Elementary Mathematics Specialists (EMSs) regularly intersect as they engage in the various responsibilities of their positions as generalist or specialist teachers, interventionists, leaders, or coaches (99). EMSs are formal and informal leaders and fully engaged partners in a school’s or district’s mathematics program. They support movement toward a shared vision of high-quality mathematics instruction by: (1) advocating for structures that support students and educators; (2) leading efforts to advance implementation of ambitious and equitable mathematics instruction and assessment; (3) collaborating with building and district leaders to offer ongoing mathematics professional learning; and (4) ensuring positive collaborative relationships and reciprocal communication among staff, families, and community members.
EMSs effect change in school settings through their work with both children and adults. As they work with PK-6 students, EMSs employ the knowledge of content and pedagogy outlined in the previous sections. They apply the leadership knowledge and skills described in this section as they advocate on behalf of students to ensure access to important mathematics and relevant engaging teaching. Further, as EMSs work with adults (e.g., general education teachers, special education teachers, paraeducators, administrators, families, community members), they use their leadership knowledge and skills to guide actions related to developing: deepened understanding of mathematical content, strengthened students’ and adults’ identities, coherent instructional practices, and carefully aligned curricular decisions. Through their day-to-day presence and work alongside others, they are able to significantly influence the impact of high-quality mathematics programs.
L.1.a. Influencing policy and practice to ensure equitable access to meaningful and important mathematics
L.1.b. Collaborating with others to ensure high-quality, rigorous core instruction and appropriate interventions aligned horizontally and vertically
L.2.a. Sustaining use of ambitious and equitable mathematics teaching practices
L.2.b. Promoting asset-focused use of formative and summative assessments and data
L.2.c. Using summative assessment data for mathematics program improvement
Standard L.3. Activating Continuous Mathematics Professional Learning and Program Improvement
L.3.a. Assuming responsibility for their own ongoing learning
L.3.b. Designing and facilitating educator professional learning
L.3.c. Advocating for structures in schools that support ongoing educator learning and consistency in practice
L.4.a. Using knowledge of adult learners and learning to design professional learning
L.4.b. Cultivating relationships and sustaining collaboration with families and community members
(99) Baker et al., 2021; Bitto, 2015; Fennell et al., 2013; Hjalmarson & Baker, 2020; McGatha & Rigelman, 2013; Rigelman et al., 2024.
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