Chapter 10: Mentoring Mathematics Teacher Leaders: Guiding the Transition from Classroom Teacher to Agent of Change

Just as novice teachers require continued professional development following their certification programs, mathematics teacher leaders (MTL) need continuing knowledge and skill development. Established in 2013 as an approachto uncovering the specialized needs of MTL, the Mathematics Specialist Institute (MSI) has supported both alumni from our mathematics specialist program and individuals in MTL positions across the state. Since its inception, the institute has provided a means for MTL to gain valuable guidance and resources as they transition to this new position. Through surveys of attendees, this team discovered that more was needed as MTL are isolated and without ongoing support. The purpose of this research is to explore how to meet MTL needs via yearly institutes and monthly mentoring experiences that support both their development and transition. Participants in both the institutes and small groups looked at their peers as idea generators. The relevant topics discussed in these peer collaborative sessions served to support, uplift, and rejuvenate the MTLs as they continued their work of encouraging teacher growth and, in turn, student learning based on mathematical understanding.

To meet the needs of their roles, mathematics teacher leaders (MTLs), either licensed or assigned, must support both teachers and students in the areas of content, pedagogy, and leadership. MTLs often face many challenges unique to their profession, in isolation and with limited resources, including satisfying the expectations of multiple stakeholders in the school system (e.g., teachers, administrators, and parents) (Chval, Arbaugh, Lannin, van Garderen, Cummings, Estapa, &Huey, 2010) while facilitating mathematics learning pedagogy for all involved (Felux &Snowdy, 2006). Given that both developing leadership skills and changing mathematics practices within schools takes time , teacher leaders require ongoing guidance and support in order to become experts in their various roles (Borko, Koellner, &Jacobs, 2014; The impact of these distinctive challenges and environments highlights the varying roles and responsibilities teacher leaders take on and the multiple stakeholders they must support .

The purpose of our research is to explore how to meet MTLs’ continuing need for knowledge and skill development via annual institutes and monthly mentoring experiences that support them in their diverse leadership roles. We approach these activities as two types of mentoring opportunities. The annual institutes are a one-day networking opportunity for MTLs to connect with others in the field across the state. The monthly mentoring experiences provide an opportunity to have long-term engagement with peer mentors. We find both are valuable models for mentoring MTLs, but they serve different purposes in their professional development. The following research questions guided this study:

1. What are the needs of MTLs as they transition intotheir positions?

2. How can supports be designed tomentor MTLs?