Implementation of a Pilot Elementary Mathematics Specialist Endorsement Program

Robin Henrikson,Andrew Lumpe

doi:10.3390/educsci11030093

Abstract

We present the results of a mixed methods study focusing on the implementation of a pilot elementary mathematics specialist (EMS) endorsement program implemented in partnership with the several educational organizations to provide teachers in high needs rural areas an opportunity to earn the EMS endorsement through coursework and instructional leadership experiences. The data presented draw from social cognitive theory and andragogy to describe the experiences of the EMS candidates throughout their endorsement program and to provide recommendations for programmatic improvements. We sought to explore ways in which the EMS candidates’ experiences within the program and school-based internship impacted their levels of self-efficacy and perceived success within the program. We also sought to determine the opportunities and barriers that exist with the EMS candidates’ respective learning environments as they implemented professional learning plans with a core set of teachers they collaborated with to improve mathematics instruction. The results of this study indicate that both EMS candidates and the teachers they worked with increased their levels of mathematics content knowledge. EMS candidates also improved their levels of self-efficacy regarding mathematics teaching and leadership skills. Furthermore, both EMS candidates and their core set of teachers improved in time spent focused on ongoing professional learning activities. Recommendations include a need to support teachers as they expand their role into instruction as well as equip school leaders to ensure they can support teacher leadership candidates in their professional growth.

Highlights

The need for ongoing professional support for teachers of mathematics using an instructional coaching model is an essential component of supporting and improving both teacher and student learning [1]
The elementary mathematics specialist (EMS) role can include any of these types of coaching models as part of their responsibility to align their goals with the unique set of teacher needs and circumstances within an educational setting
Core teachers were given the opportunity to engage in professional learning around math instruction and pedagogy, but not necessarily to the degree of the EMS candidates in terms of focused professional learning on specific math content knowledge building

Summary

Introduction

The need for ongoing professional support for teachers of mathematics using an instructional coaching model is an essential component of supporting and improving both teacher and student learning [1]. Oftentimes, instructional coaches are considered to be formal positions while an “instructional leader” or “teacher leader” may be practically adopted as an informal leadership position or stance within the school while the teacher is still primarily teaching in the classroom. The participants in this project included all types of roles—both formal and informal instructional leaders or coaches. Offering opportunities to engage in formal coaching programs to those interested in becoming mathematics specialists are needed to ensure proper training in this new set of skills and dispositions

Methods

Results

Discussion

Conclusion