ONE POINT OF VIEW: We Must Have "Designated Math Leaders in theElementary School!Author(s): James V. BruniSource: The Arithmetic Teacher, Vol. 39, No. 1 (SEPTEMBER 1991), pp. 7-9Published by: National Council of Teachers of MathematicsStable URL: http://www.jstor.org/stable/41194894 .

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ONE POINT OF VIEW

We Must Hove "Designated Math Leaders" in the Elementary Scheel!

devel- opment of the

Curriculum and Eval- uation Standards for School Mathematics (NCTM 1989) and the recent companion

document, Professional Standards for Teaching Mathematics (NCTM 1991), is an extraordinary achievement. At a time when many agree that we ur- gently need change in mathematics education, these sets of standards project an exciting vision of what mathematics learning can be and how all students can develop "mathemati- cal power." They establish a broad framework to guide reform efforts and challenge everyone interested in the quality of school mathematics pro- grams to work collaboratively to use them as a basis for change. How will we meet this challenge? The Editorial Panel believes that translating that vi- sion into reality at the elementary school level will be possible only if elementary school teachers are in- volved in taking leadership roles as agents of change.

We need to nurture the develop- ment of a leadership group of elemen- tary school teachers with a special in- terest in mathematics. This idea is not new; both NCTM and its leadership have previously recommended this approach (see Dossey [1984] and NCTM's [1984] Position Statement on Mathematics Leaders in Elemen- tary/Middle Schools, reprinted with this article). But never before has the

need been greater for "designated math leaders" in every elementary school. For the first time we have a national curricular framework for mathematics that has won widespread support and proposes major changes in mathematics teaching. The need is clear for leadership at all levels, espe- cially the elementary and middle school levels. Such leadership is vital at the elementary school level, since most elementary school teachers are responsible for many subject areas.

How will elementary school teach- ers become aware of the powerful messages of these standards? How will they become involved in the change process so that this vision be- comes a reality in every classroom? The well-intentioned supervisor or principal may organize a series of workshops to familiarize teachers with these sets of standards or furnish summaries or materials based on the Curriculum and Evaluation Standards and the Professional Teaching Stan- dards. That's a good beginning. But it's just a beginning. How will that su- pervisor or principal give elementary school teachers the kind of ongoing support they'll need to make the very significant changes that are being called for in curriculum and instruc- tion? Meaningful change requires a longer-range, grass-roots approach with leadership emerging at the local school level. Elementary school teachers, like all mathematics educa- tors, need to take professional respon- sibility for guiding the development of

mathematics programs in their schools.

Nothing is more effective in convinc- ing teachers that change is desirable and possible than the example and en- thusiasm of other classroom teachers. We need to identify and support ele- mentary school teachers who can be- come mathematics leaders in their schools. Many elementary school teachers are especially enthusiastic about teaching mathematics. They make an effort to select worthwhile mathematical tasks, try new organiza- tional approaches to learning, modify their curriculum, afford their students real problem-solving opportunities as a main focus of their mathematics pro- grams, and use appropriate assessment strategies for evaluating mathematics learning. They take special pride in helping all students develop mathemat- ical power by actively involving them in investigations that encourage them to explore patterns and relationships and to gain understanding of concepts for themselves, not by merely memorizing and practicing rote procedures.

These teachers should take the ini- tiative and identify themselves as po- tential mathematics leaders. All prin- cipals and supervisors should invite such interested teachers to become des- ignated math leaders for their school and make a commitment to give those teachers the special professional sup- port essential for developing effective mathematics leaders.

Such support must include oppor- tunities for these teachers to -

SEPTEMBER 1991 7

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• join professional mathematics- education organizations like NCTM and its state and local affiliates and to attend conferences;

• have access to the Arithmetic Teacher: Mathematics Education through the Middle Grades each month;

• have regular access to NCTM' s publications and other professional mathematics-teaching publications ;

• be involved in the selection of mathematics-teaching materials and have a special budget for innovative materials that they can use in their own classrooms;

• visit other teachers within the dis- trict and outside the district to share innovative approaches and to network with teachers who are also mathemat- ics leaders;

• participate on study teams to in- vestigate the Curriculum and Evalua- tion Standards and the Professional Teaching Standards and to address their implementation;

• gain districtwide recognition through membership on a K-12 math- ematics committee that considers mathematics learning throughout the grades and the selection of evaluation instruments;

• continue their mathematics edu- cation;

• help plan and participate in in- service opportunities, including spe- cial projects linked with universities and other outside agencies; and

• be regularly and significantly in- volved in all planning and decision making that affects mathematics teaching in their school.

What a powerful force such a cadre of designated math leaders can be for any school and any school district! If these leaders are given the profes- sional support to develop their exper- tise in mathematics teaching, we will have the basis for significant change in our elementary schools as they be- come models of effective mathematics teaching in every school. These en- thusiastic, knowledgeable teachers can assist in planning and implement- ing long-range, significant changes in the mathematics curriculum, lead ef-

Mathematics Leaders in Elementary/ Middle Schools A key component in the improvement of mathematics instruction for all students is greater attention to the elementary/middle school mathematics program through the provision of stronger mathematics leadership at individual schools.

School mathematics leaders are essential for raising the level of mathematical knowl- edge and pedagogical competence of the staff, for coordinating mathematics instruc- tional effort within and between buildings, and for helping to assure the implementation of a comprehensive, high-quality program. In addition, school mathematics leaders will support the roles and efforts of teachers, supervisors, and administrators who are in- creasingly concerned with promoting excellence for their students.

For these reasons, the National Council of Teachers of Mathematics advocates that every elementary/middle school identify a school mathematics leader to provide ongoing leadership and assistance in planning, implementing, and evaluating a comprehensive school mathematics program. School mathematics leaders should be available as a re- source to all staff in the areas of curriculum design, professional development, teaching methodology, classroom management, selection of materials, and student assessment.

More specifically, school mathematics leaders may perform or assist in any, or all, of the following tasks connected with the essential instructional functions listed below: 1. Curriculum design

a) Provide leadership in the development of mathematics instructional programs to meet diverse student needs

b) Coordinate the implementation of a sound instructional scope and sequence for mathematics

c) Facilitate the review and revision of the curriculum d) Integrate mathematics with other content areas

2. Curricular content a) Relate the content of state/provincial and local curriculum guidelines to the indi-

vidual school's program b) Present and interpret mathematics content to meet teachers' needs c) Promote the importance of mathematics d) Keep abreast of national, state/provincial, and local recommendations for updat-

ing and revising curricular content by participating in the activities of professional associations

3. Methodology and materials a) Acquaint teachers with successful and innovative strategies for classroom instruc-

tion through demonstration lessons and conferences b) Consult with teachers in selecting and implementing activities that improve mo-

tivation and attitude toward mathematics c) Review, and recommend for acquisition when appropriate, teaching materials,

calculators, computer software, etc., and assist teachers in integrating them into the program

4. Assessment a) Participate in the review and selection of means of assessment b) Assist staff in designing and using classroom tests c) Assist staff in interpreting and using test data and placing students in appropriate

activities 5. Other functions

a) Work with staff in determining needs and priorities for professional development b) Assist teachers, on request, in self-evaluation activities c) Plan and budget for the purchase of instructional materials d) Maintain and promote effective communication among grades and schools and

with parents, the community, and support personnel e) Coordinate instruction between regular and special programs to meet individual

student needs f) Manage, schedule, and equip a mathematics laboratory or teacher resource room g) Provide direct instruction, as appropriate, for individual students, mathematics

teams, or special projects As defined, school mathematics leaders serve as an immediate resource to teachers by demonstrating knowledge, competence, and leadership in mathematics education. Thus, they should know and understand mathematics substantially beyond that which they may be expected to teach, and they should have knowledge and competence in the methods and techniques appropriate for effectively teaching mathematics to elementary/ middle school students.

(March 1984)

β ARITHMETIC TEACHER

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forts in staff development to improve instruction, and promote assessment consistent with the curriculum and in- structional practices.

Change requires more than a vision of what is possible and adequate funding for materials and staff devel- opment. Real change in mathematics teaching in our elementary schools also requires effective change agents - elementary school teachers throughout the country who have the professional support to become lead- ers in mathematics teaching. Identify- ing, encouraging, and truly supporting the professional development of such a group of designated math leaders need to be a top priority in our ele- mentary schools.

References

Dossey, John A. "One Point of View: Elemen- tary School Mathematics Specialists: Where Are They?*' Arithmetic Teacher 32 (Novem- ber 1984): 3, 50.

National Council of Teachers of Mathematics. Position Statement on Mathematics Leaders in Elementary/ Middle Schools. Re s ton, Va.: The Council, 1984. (Reprinted in the News Bulletin each September).

National Council of Teachers of Mathematics* Commission on Standards for School Mathe- matics. Curriculum and Evaluation Stan- dards for School Mathematics. Re ston, Va.: The Council, 1989.

National Council of Teachers of Mathematics, Commission on Teaching Standards for School Mathematics. Professional Standards for Teaching Mathematics. Reston, Va.: The Council, 1991.

James V. Bruni For the Editorial Panel Ψ

Those of us serving on the Editorial Panel of the Arithmetic Teacher: Mathematics Education through the Middle Grades have been proud to be a part of the effort to create greater aware- ness of the Curriculum and Evaluation Stan- dards and the Professional Teaching Stan- dards. Although the focus of this "One Point of View*' is the need for mathematics leadership at the elementary school level, we recognize that such a need exists at the middle school level also. As support for the development of elementary and middle school mathematics leaders, we offer a free copy of the Arithmetic Teacher to any elementary or middle school teacher, principal, or supervisor. For your free sample copy of the Arithmetic Teacher, call (800) 235-7566. See the NCTM Order Form for details about regular membership options to re- ceive the Arithmetic Teacher. Schools that be- come institutional members can purchase addi- tional memberships for only $15 as well as preregister all their teachers at member rates for all NCTM conferences.

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