Mathematics Specialists as School-based Leaders: Adapting Responsibilities to Address Shifts in Teaching and Learning. (3rd April 2022)

• Record Type: Journal Article
• Authors: Baker, Courtney; Hjalmarson, Margret; Fennell, Francis
• Is Part Of: Investigations in mathematics learning. Volume 14:Number 2(2022)
• Page Start: 134
• Page End: 150
• Publication Date: 2022-04-03
• Subjects: Mathematics specialists -- mathematics coaches -- mathematics teacher leaders -- teacher leadership -- COVID-19; Mathematics -- Study and teaching -- Periodicals; 510.71
• DOI: 10.1080/19477503.2022.2043664
• Languages: English
• ISSNs: 1947-7503

Abstract

ABSTRACT: Mathematics specialists support the teaching and learning of K-12 mathematics and attend to school-based responsibilities and needs. This study examined the shifts in responsibilities of mathematics specialists during the COVID −19 pandemic to better-understand their current and potential future influence on mathematics teaching. An online survey was administered nationally to reveal how school-based mathematics specialists adapted their responsibilities in response to the changing school conditions. Responses from school-based mathematics specialists were analyzed using a mixed methods approach to capture self-reported shifts in responsibilities, as well as challenges and opportunities. Findings indicate that the school-based mathematics specialists were able to rapidly reprioritize their responsibilities in response to both teachers' professional learning and instructional needs. These findings illuminate the importance of mathematics specialists as school-based leaders who must continually navigate relationships and apply leadership knowledge and skills in novel ways to support shifts in mathematics teaching and learning.