1. Leveraging the Work of Mathematics Leaders
Self-Start Discussion
Please introduce yourself to those next to you. Tell them about:
Your teaching background
Your mathematics leadership background
The context of your current position

2. Leveraging the Work of Mathematics Leaders
UCTM Leadership Conference, November 4, 2016
Shannon Ference, SLCSD Elementary Mathematics Coach

3. Challenges of a Mathematics Leader
Identify 2-4 of the greatest challenges you face in the role of a mathematics leader in your current context
1 min think/write
2 min partner share
3 min whole group share

4. Challenges of a Mathematics Leader Evidenced in Research
Lack of common vision
Poorly defined roles
Unclear structures and expectations
Lack of professional development for leaders
Adult relationships are complex and take time to build

5. Goals:
To examine systems and structures that sustain instructional improvement in mathematics communities
To collaborate in creating action steps to leverage your work in your current context
Agenda:
Common Visions
Roles and Relationships
Structures and Settings Within Schools
Activities/Practices of Mathematics Leaders
Leveraging What’s in Place to Make Shifts in Practice
Creating Systems of High-Leverage Practices
You as a Mathematics Leader in Action

6. Common Visions
Why is it important to have a common vision of mathematics instruction in a school? 1
How is a common vision created? 2
Who is responsible for establishing that vision? 3
What are the differences between “buy-in” and “ownership” in the context of a common vision in a school? 4

7. Common Visions in Research
Leaders are often expected to support individual teachers when there has been no clear vision of instruction communicated to the teacher from the school. 
By starting the school year with a common vision and a shared understanding of what achieving it will require, the principal and mathematics leader determine the direction that the school will take as they make decisions about the mathematics program.
This vision will be important throughout the school year, shaping discussions with teachers, parents, and the community. It will embody the purpose of the mathematics program, guide decisions about instruction, and serve as the foundation for the approaches that the mathematics leader will use to support teachers.
Conversation should focus on the important mathematics experiences envisioned for students, rather than on individual teachers or a specific curriculum.
It's ok for visions and school models to look different across states, districts, and schools. However, those visions and models ought to be informed by available research and the context of the local situations.

8. Defining the Role of Mathematics Leaders
Districts should have clear job descriptions
Schools should have clear descriptions of site-based roles
Principals should clarify the leader’s role to the teachers
The roles of mathematics leaders may vary from the roles of reading specialists and interventionists
These roles need to be communicated on an on-going basis

9. Building Trust and Supporting Change
The intent is to build trust with a teacher while encouraging changes in practice
In addition to a deep understanding of mathematics content and pedagogy a leader must develop skills to:
Nudge or shift teachers beyond their comfort zone without pushing them too far
Communicate a genuine concern for both the teachers’ and their students’ best interests
Answer challenging questions about why teachers need to make changes
Recognize that teachers may not have a thorough understanding of, or a desire to fully grasp, how mathematical ideas are connected across different grade levels

10. Practices to Build Trust and Support Change
Choose activities carefully and purposefully
Think deeply about the teacher’s abilities, interests, and strengths – as well as about the needs of the students
Work collaboratively
Plan and teach with the teacher in a partnership
Work respectfully
Listen carefully, make suggestions, explain why you have concerns

11. Practices to Build Trust and Support Change
Work honestly
Be genuine when providing feedback and when you do not know the answer to a question
Be genuinely interested
Understand and validate the teacher’s experience, opinions, ideas, reflections, and suggestions
Help the teacher understand that teaching is about learning
Anticipate and adjust instruction together

12. Practices to Build Trust and Support Change
Be directive as a last resort
Intervene to address errors and misconceptions – do so by asking questions to the teacher or students whenever possible
Work first with more receptive teachers
Working with those who are willing to collaborate builds new math leaders and a culture of professional learning that is contagious
Questioning Strategies
Ask teachers questions about the questions they ask students – “When you asked this question, what were you hoping to find out?”

13. Practices to Build Trust and Support Change
Vignette: In what ways did Ms. Doyle implement practices to build trust and support change when working with Ms. Crane?
Choose activities carefully and purposefully
Work collaboratively
Work respectfully
Work honestly
Be genuinely interested
Help the teacher understand that teaching is about learning
Be directive as a last resort
Work first with more receptive teachers
Questioning Strategies

14. Structures and Settings Within Schools
Admin/Leader Communication
School Improvement Plans
Professional Development
Grade Level/Department PLCs
School Schedules

15. Administrator/Mathematics Leader Communication and Collaboration
Have regular meetings between administrators and school leaders such as coaches, specialists, department chairs, grade level leads, etc.
Mathematics leaders may have to initiate the meetings
Depending on the background of the administrator, the mathematics leader may need to take lead or may need to take direction from the administrator. In either case, foster communication and collaboration.
School Improvement Plan
Know it
Offer input
Admin, leaders, and teachers should contribute and implement it

16. Professional Development
How can PD support the SIP?
How often does the mathematics leader provide PD?
Is PD expected, optional, or need-based?
Is PD faculty-wide, by grade level, by department, or based on interest?
What support and follow-up accompany the PD?

17. Grade Level/Department PLCs
What are the purposes of PLCs in a school?
What are the expectations for agendas?
What are the expectations for recording minutes or notes?
Are PLCs used for planning instruction or data analysis?

18. School Schedules
How does the daily schedule support the work of a mathematics leader?
Do grade levels have common planning time?
In elementary schools, do grade level teams teach math at the same time? Do multiple grade levels teach math at the same time? How does this impact classroom observations?
In secondary schools, how are sections of courses dispersed throughout the day? How does this impact classroom observations?
How can the mathematics leader be a catalyst for communication around scheduling issues and necessities?

19. Activities/Practices of Mathematics Leaders
What are the purposes and benefits of various activities?
When should each be used?
Discussion/Conference
Model Instruction
Observe Instruction
Co-Teach
Lesson Study
Plan Instruction on a Small Scale (Lesson/Individual Task)
Plan Instruction on a Large Scale (Unit/Unpack the Core/Write Learning Targets)
Data Analysis
Think about an activity you do often. What are its benefits?
Think about an activity you do not do often. Why do you not do this activity? How could it benefit your work?

20. Leveraging What’s in Place to Make Shifts in Practice
Faculty Team Teacher
Teacher Team Faculty
What opportunities do you have to leverage your work going in either direction?

21. Creating Systems of High-Leverage Practices
With your current context in mind, combine:
activities
settings
stakeholders, and
teaching practices
to create systems in which you could leverage your work as a leader to sustain instructional improvement in your mathematics community

22. You as a Mathematics Leader in Action
Based on Systems of High-Leverage Practices and other discussions today, what action steps will you commit to in order to leverage your work as a mathematics leader?

23. Thank you !
Please enjoy a snack and networking discussions during a 30 minute break.

24. NCTM Resources The Elementary Mathematics Specialist’s Handbook
Principles to Actions