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Mathematics Teacher Leadership
Supporting Mathematics Collegial Learning and School Improvement
“Mathematics specialists/coaches can positively influence teachers’ beliefs about mathematics teaching and learning and positively impact teachers’ participation in non-coaching professional activity such as, attending mathematics-focused grade-level meetings, observing peers’ teaching, or attending school-wide mathematics workshops.”
- Campbell & Malkus, 2011
Course Description
Course Description
Develop an understanding of the role of and the challenges faced by mathematics instructional leaders. Examine leadership practice and consider the varied ways leaders work–advocate, collaborator, co-teacher, mentor, facilitator–each contributing to collegial learning and ongoing improvement in the school mathematics program. Includes 30-hour practicum.
Essential Questions
Essential Questions
How can mathematics teacher leaders support collegial learning and school improvement?
How do they best communicate with stakeholders–families, community, administrators, and school boards?
Course Logistics
Course Logistics
Meeting Dates: Mondays, March 30, April 6, 13, 20, 27, May 4, 11, 18, June 1, 8
Meeting Time & Modality: 4:30-7:30 pm, Online Synchronous via Zoom
Required Text
Required Text
McGatha, M. B. & Bay-Williams, J. M., with Kobett, B. M. & Wray, J. A. (2018). Everything you need for mathematics coaching: Tools, plans, and a process that works for any instructional leader. Corwin.
Other Readings
Other Readings
Chapman, S., Leonard, A., Burciaga, S., & Jernigan, T. (2013). A tale of three teachers. Teaching Children Mathematics, 20(3), 190-197. https://doi.org/10.5951/teacchilmath.20.3.0190
Croft, A., Coggshall, J. G., Dolan, M., Powers, E., & Killion, J. (2010). Job-embedded professional development: What is it, who is responsible and how to get it done well. Issue Brief April 2010. National Comprehensive Center for Teacher Quality. http://files.eric.ed.gov/fulltext/ED520830.pdf
Doerr, H. M., Goldsmith, L. T., & Lewis, C. C. (2010). Mathematics professional development, A National Council of Teachers of Mathematics Research Brief. https://www.nctm.org/Research-and-Advocacy/Research-Brief-and-Clips/Goals-of-Professional-Development/
Fester, J. (2026, March 11). Scaling Up When Only One Teacher Attends PD. Edutopia. https://www.edutopia.org/article/maximizing-single-attendee-professional-development/
Gibbons, L. K., & Cobb, P. (2017). Focusing on teacher learning opportunities to identify potentially productive coaching activities. Journal of Teacher Education, 68(4), 411-425. https://doi.org/10.1177/0022487117702579
Harris, A. (2003). Teacher leadership as distributed leadership: heresy, fantasy or possibility? School Leadership & Management, 23(3), 313-324. https://doi.org/10.1080/1363243032000112801
Killion, J. (2008). Are you coaching heavy or light. Teachers Teaching Teachers, 3(8), 1-4. http://learningforward.org/wp-content/uploads/2008/05/are-you-coaching-heavy-or-light.pdf
Lambert, L. (2003). Leadership redefined: An evocative context for teacher leadership. School Leadership & Management, 23(4), 421-430. https://doi.org/10.1080/1363243032000150953
McGatha, M. B., Davis, R., & Stokes, A. (2015). The impact of mathematics coaching on teachers and students, A National Council of Teachers of Mathematics Research Brief. https://www.nctm.org/Research-and-Advocacy/Research-Brief-and-Clips/Impact-of-Mathematics-Coaching-on-Teachers-and-Students/
Stump, S. L. (2013). Learning to Lead/Leading to Learn. Teaching Children Mathematics, 20(3), 146-153. https://doi.org/10.5951/teacchilmath.20.3.0146
Leading • Learning • Life Changing
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