Math Teacher Leadership
Professor Kathy Clemmer
Loyola Marymount University
Center for Math and Science Teaching
Who do you identify with in this clip?
Describe the attributes and core
competencies for a
• Math Teacher
• Coach
• Administrator
Who exemplifies these attributes and core
competencies in the clip?
One Definition of Leadership
Leadership is influencing people by providing
purpose, motivation, and direction while
operating to accomplish the mission and
improve the organization.
Army Leadership, Competent, Confident, and Agile, FM 6-22, 10-2006
Where does the Math Teacher Leader fit? Are
you “Frodo”?
Transformative Teacher Leadership
Attributes of a Math Teacher Leader:
• Value driven
• Goal-oriented
• Vision-directed
Core Competencies:
• Teaching students, teaching adults, coaching adults
Transformative Leadership is Value-Driven
LMU-Center for Math and Science Teaching (CMAST) Teacher Leader
values:
• Math or Science as an exuberant way of life
• Passionate belief that all students can learn mathematics and
science
• Aggressive and positive perseverance through challenges
• “Those that know, do. Those that understand, teach.” –Aristotle
• “Science is not only a discipline of reason but, also, one of romance
and passion”
• –Stephen Hawking
What are your values for teacher leadership in mathematics?
Transformative Leadership is Vision-directed
• Visions involve passion, and the passion of leaders is often
intense
• Vision empowers a leader to
– Inspire and motivate others,
– To turn ideas into actions
• Vision engages the heart and spirit
MAST TL’s drive their vision to realize powerful results for
student engagement and achievement
Learning to Lead, A Workbook on Becoming a Leader by Warren Bennis & Joan Goldsmith (2010)
Math and Science Teaching (MAST)
System Mission
Teaching and learning that equally values students and
rigorous mathematics and science as the core of the system,
requires teachers to make connections, uses mathematical
and scientific reasoning within the context of
storytelling and designs an experience for the learner that is
active, connected, sensory, and emotional; thereby inspiring
and motivating students to learn and achieve in
mathematics and science.
What is your vision for teacher leadership?
Transformative Leadership is Goal-oriented
•
Values provide the context
•
Vision provides the expected final outcome
– Culture
•
Goals provide the tools
– Teaching
• Describe the practices you use “to teach”
– Coaching
• Describe the methodology you use to coach
Draw yourself implementing your vision through your values and highlight the
connections to teaching and coaching
WHO ARE YOU?
Who are Leaders?
“Leaders are purveyors of hope. Their optimism
communicates a belief in the worth of
followers and the talents of those around
them”
Learning to Lead, A Workbook on Becoming a Leader by Warren Bennis & Joan Goldsmith (2010)
Transformative Math Teacher Leaders
“To Be or Not to Be, That is the Question”
The role of Transformative Teacher
Leadership in Mathematics
TL’s
Embrace failure as part of learning
and
Seek to implement Systemic Solutions
Why is this role necessary?
•
Once a leader in math and science education, the United States now is far behind
other countries. Out of 33 industrialized nations, America ranks 27th in math
(OECD, 2009)
– Finland is first and Brazil is last
•
The United States also trails at least 19 countries that produce more scientists and
engineers. Workforce projections for 2014 by the U.S. Department of Labor show
that 15 of the 20 fastest growing occupations require significant science or
mathematics training to successfully compete for a job.
What experts are recommending
"Teachers don't just have to learn more math and science,
they need to learn to become an expert resource for their
colleagues.”
Joyce Evans, a program manager in NSF's directorate for
education and human resources.
A November 2010 NCATE (National Council for Accreditation of
Teacher Education) report calls for a shift in teacher training
programs toward models that are fully grounded in clinical practice
with varied and extensive opportunities for teachers to connect
what they learn with the challenge of using it, under the expert
guidance of skilled clinical educators.
Transforming Teacher Education Through Clinical Practice: A
National Strategy to Prepare Effective Teachers
California’s Response
Mathematics Instructional Certificate
• The program provides extensive opportunities for candidates to
– demonstrate mathematical and pedagogical content knowledge and skills to
support effective mathematics instruction and student learning.
– Coursework and fieldwork address the complex interplay of math content and
pedagogy in effective teaching.
– Candidates are prepared to enhance mathematical development for all
students
– Candidates are prepared to collaborate and co-teach with other math teachers
as well as teachers of other subject matter disciplines.
– Candidates are prepared to teach K through Pre-Algebra or K through Algebra
I.
– Candidates are equipped to understand the challenges of developing
mathematics literacy among California’s diverse student and teaching
population.
MICMIL
Mathematics Instructional Leadership
The program includes a planned process for the comprehensive assessment
of candidates in the following areas:
1.Understand practitioner research and encourage teachers to use it in their
practice
2. Design and implement professional development that engages teachers,
administrators, and parents while promoting student engagement and
achievement in mathematics
3. Analyze and use data to design solutions to the challenges of developing
mathematical literacy among California’s diverse population
4. Lead a professional community of practitioners to promote student
engagement and achievement in mathematics and minimize the
achievement gap
Who do you want “To Be” ?