CI 519
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
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
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
Thursdays, 4:30-7:30
January 5, 12, 19, 26, February 9, 16, March 2, 16
Face to Face - Jason Lee Elementary or online via Zoom
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
Chapman, S., Leonard, A., Burciaga, S., & Jernigan, T. (2013). A tale of three teachers. Teaching Children Mathematics, 20(3), 190-197.
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.
Doerr, H. M., Goldsmith, L. T., & Lewis, C. C. (2010). Mathematics professional development, A National Council of Teachers of Mathematics Research Brief. National Council of Teachers of Mathematics.
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.
Harris, A. (2003). Teacher leadership as distributed leadership: heresy, fantasy or possibility? School Leadership & Management, 23(3), 313-324.
Killion, J. (2008). Are you coaching heavy or light. Teachers Teaching Teachers, 3(8), 1-4.
Lambert, L. (2003). Leadership redefined: An evocative context for teacher leadership. School Leadership & Management, 23(4), 421-430.
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. National Council of Teachers of Mathematics.
Stump, S. L. (2013). Learning to Lead/Leading to Learn. Teaching Children Mathematics, 20(3), 146-153.
Leading • Learning • Life Changing