Elevating Voices, Catalyzing Change: A Partnership Approach to Supporting K-8 Mathematics Teacher Leaders

By: Sarah B. Bush, Ph.D., Professor, University of Central Florida
Lisa A. Brooks, Ed.D., Senior Lecturer, University of Central Florida
Juli K. Dixon, Ph.D., Professor, University of Central Florida
Treshonda Rutledge, M.Ed., Graduate Research Associate, University of Central Florida
Malcolm B. Butler, Ph.D., Professor and Dean, University of North Carolina at Charlotte
Brian Moore, Ph.D., Associate Professor, University of Central Florida

University of Central Florida Noyce Fellows. Photo by: Amy Floyd

Implementing equitable mathematics instruction is an ongoing, collective commitment that must be made by teachers, schools, districts, and beyond to ensure that each and every student has access to high-quality mathematics instruction. Investment solely by individual teachers is not enough. (National Council of Teachers of Mathematics (NCTM), 2020b, p. 62)

So, how do we address inequities that exist in our educational systems? How do we reframe perceived impressions of mathematical ability to embrace the truth that every student can achieve success in mathematics? How do we instill confidence, capacity, and agency in mathematics teachers? These are all important questions that are not easily answered. These questions motivated us to establish new structures designed to explore the process for making transformative changes in K-8 mathematics education. We posit that leveraging a structure that elevates the voices of Mathematics Teacher Leaders is a pathway to such transformative change. We are exploring this pathway through a National Science Foundation (NSF) Noyce Track 3 Master Teacher Fellowship grant, Empowering STEM Teachers with Earned Doctorates: A Noyce Program for Elementary and Middle School Mathematics Teachers (DUE 2050606).

Introduction

Realizing classroom environments that exemplify high quality, responsive learning spaces where students’ mathematics identities are positively developed is an integral yet bounded component of reimagining mathematics instruction as equitable. Embodying a collective commitment to equitable mathematics instruction will not happen by chance. Instead, it necessitates a brave willingness of some members to orchestrate the process and provide a vision, working to get everyone on board, shifting away from teaching as a highly individualized activity towards teaching as a shared responsibility (Bush, Karp, & Dougherty, 2021). Our work at the University of Central Florida is dedicated to developing mathematics teacher leaders who are knowledgeable experts committed to equity, ready to serve as essential orchestrators towards building a system of mathematics excellence in their schools and districts. However, mathematics teacher leaders are often left in a seemingly impossible position. They are equipped with the knowledge, resources, and tools essential for transformative change, yet they are not positioned in their setting, or may not feel comfortable, leading beyond their own classrooms or grade-level teams. Our work with Orange County Public Schools, one of the largest urban districts in the U.S., seeks solutions to these deep-rooted and widespread barriers in mathematics education.

Developing Teacher Leaders

To address these barriers, with the support of our NSF Noyce Grant, we have created and adopted a two-pronged approach which includes 1) developing mathematics teacher experts and leaders through a new Ed.D. specialization in K-8 mathematics education and 2) launching a Teacher Leader Academy, which provides a platform for our Fellows to establish themselves as leaders in their district. Together, the Ed.D. program and the Teacher Leader Academy exemplify catalysts for change. Our university, partner school district, and non-profit partner City Year Orlando are collaborating to professionalize STEM education by empowering our Fellows to become confident advocates, positioned to catalyze change in their school and district.

Fellows apply what they learn in the Ed.D. program in their district through the University of Central Florida-Orange County Public Schools (UCF-OCPS) Teacher Leader Academy to enact the recommendations of the NCTM Catalyzing Change Framework (NCTM, 2020a, 2020b). The 15 Fellows are full-time classroom teachers enrolled in the Ed.D. program, which is designed for completion in three years, and are committed to the Teacher Leader Academy for the five years of the Noyce program. They will complete a five-year Noyce teaching service commitment in our partner district as part of their agreement for acceptance into the Noyce program. Each Fellow receives a $10,000 salary supplement each year of the five-year Noyce program.

It is our intent that through this partnership, K-8 mathematics teachers with doctoral degrees, who are on “the front lines” every day, will be well-positioned to navigate and contend with the many time, fiscal, and resource barriers that currently exist in K-8 schools. The Teacher Leader Academy invests in developing Fellows’ agency to implement meaningful, systemic change. As a result, these mathematics teacher leaders are the ones thinking critically about the greatest needs in K-8 mathematics education, and they will be able to approach problems methodologically from their job-embedded perspectives.

Empowering STEM Teachers With Earned Doctorates

The K-8 mathematics education specialization is designed to position Fellows to continue to develop their expertise in the classroom while also supporting them with the knowledge to systematically examine their teaching practice as well as the structures from within which they are positioned to lead. The coursework combines classes focused on curriculum, instruction, and research with courses in mathematics education. Importantly, a foundational component of building the confidence for K-8 mathematics teachers to lead is to deeply develop their content knowledge for teaching mathematics (Dixon, Nolan, Adams, Brooks, & Howse, 2016).

In addition to courses focused on content knowledge for teaching mathematics, Fellows are provided opportunities to increase their knowledge related to policies, practices, and structures influencing K-8 mathematics classrooms, coaching, and professional leadership. The Fellows experience all of their courses as a cohort in a synchronous-remote setting, reinforcing the sense of community that is so helpful when elevating voices and influencing systems while at the same time, acknowledging the challenges that traveling to face-to-face classes would introduce.

Actualizing Change Through an Innovative Teacher Leader Academy

The Teacher Leader Academy engages Fellows in deliberate practice and leverages a synergistic approach to support Fellows as they make intentional links between research and practice through the following three components:

Multilayered Coaching Cycles

The UCF-OCPS Noyce Teacher Leader Academy is designed to engage Fellows as leaders through the use of a cognitive apprenticeship system of modeling, coaching, and fading (Collins, Brown, & Newman, 1987). This coherent system includes job-embedded support and mentoring (Cobb & Jackson, 2011) using an iterative process so that the focus on improving student achievement in mathematics is maintained over time (Boston, Henrick, Gibbons, Berebitsky, & Colby, 2016). This work is centered on the application of research in Fellows’ school settings as they work to establish themselves as experts through the following multilayered approach: 1) Fellows as Researchers developing expertise and conducting research related to their practice; 2) Fellows as Catalysts for Coherence working with administrators (and instructional coaches) in guiding their messages regarding best practices for teaching and learning mathematics; and 3) Fellows as Peer Coaches providing mentoring for colleagues and City Year Orlando volunteers.

Mentoring Underrepresented STEM Education Professionals

Research shows that early, consistent, and persistent exposure to role models in STEM fields is elemental in shaping a sense of belonging and interest (Ong, Wright, Espinosa, & Orfield, 2011; Weber 2011). The Fellows receive intentional support through targeted mentoring. The Fellows, in turn, mentor their colleagues as well as City Year Orlando volunteers, many of whom are also from underrepresented populations.

Mathematics as Gateway

Historically, mathematics has been identified as a gatekeeper holding back the possibilities of students, especially underrepresented students, to pursue STEM-related careers (NCTM, 2020b). Because success in secondary and postsecondary mathematics begins with actualizing K-8 mathematics as a dynamic and creative subject, our Fellows have real potential to reposition mathematics as a gateway for each and every student. This component focuses on 1) Cultivating broad and deep understanding of mathematics, so that students know how and why various approaches work in particular mathematical contexts (Dean & Brookhart, 2014); 2) Strengthening problem solving skills, so that students can build solutions to a variety of problems without foreknowledge of the relevant mathematics (Giganti, 2007); and 3) Developing productive persistence in K-8 students, so that they are able to learn from their mistakes, without becoming discouraged by minor setbacks (Silva & White, 2013).

Insights from Year 1 and Next Steps

Engagement in the Ed.D. program and the Teacher Leader Academy is already having a positive impact on the Fellows. As we conclude year one, we celebrate their successes. To provide some insight into their experiences, we recently asked our Fellows, “How are you using the knowledge you have gained in the Noyce Program to advocate and catalyze change in your setting?” We were encouraged by the responses we received, some of which we have shared in the table below.

As we move into Year 2, we are considering the best ways to support our Fellows in their journey as mathematics teacher leaders. Fellows will continue to build their knowledge and develop their confidence through coursework in the Ed.D. program, will begin pre-dissertation research exploration, and will ramp up their leadership work through the Teacher Leader Academy in both their school sites and in their work with City Year Orlando.

Concluding Thoughts

In closing, we aim to elevate the voices of mathematics teacher leaders and to develop their agency as teachers and leaders. This work encapsulates the notion that it truly “takes a village.” We’ve learned that the support of strong partnerships, a shared vision of what is possible, and hearts dedicated to this work make all the difference in elevating teachers’ voices and developing their mathematical agency. At the same time, we acknowledge that we are most likely learning more from the Fellows than they are from us; we are inspired daily by their commitment to their students, bravery to advocate in their settings, and dedication as lifelong learners. Impactful and systemic change is no easy task, but we, along with our partners and, most importantly, the Fellows, are up for the challenge.

Acknowledgement

Thanks to ARISE Blog Editor, Dr. Ruthmae Sears, for inviting the authors to share their new and exciting project to prepare mathematics teacher leaders and advocates for systemic change. Please read the ARISE blog by Ruthmae and her colleagues, “Using the T.R.U.T.H. Framework to Advance Inclusive and Equitable Pedagogy in Education.”

References

Boston, M.D., Henrick, E.C., Gibbons, L.K., Berebitsky, D., & Colby, G.T. (2017). Investigating how to support principals as instructional leaders in mathematics. Journal of Research on Leadership Education, 12(3), 183–214. https://doi.org/10.1177%2F1942775116640254

Bush, S.B., Karp, K.S., & Dougherty, B.J. (2021). The math pact, middle school: Achieving instructional coherence within and across grades. Corwin and National Council of Teachers of Mathematics.

Cobb, P. & Jackson, K (2011). Towards an empirically grounded theory of action for improving the quality of mathematics teaching at scale. Mathematics Teacher Education and Development, 13(1), 6-33.

Collins, A., Brown, J.S., & Newman, S.E. (1987). Cognitive apprenticeship: Teaching the craft of reading, writing, and mathematics. Technical Report No. 403. Urbana, IL: Center for the Study of Reading.

Dean, C. & Brookhart, S.M. (2013/2014). Mathematical practices for deep understanding. Educational Leadership, 71(4). https://www.carnegiefoundation.org/wp-content/uploads/2017/03/pathways_to_improvement.pdf

Dixon, J.K., Nolan, E.C., Lott Adams, T., Brooks, L., & Howse, T. (2016). Making sense of mathematics for teaching grades K-2: Communicate the context behind high-cognitive-demand tasks for purposeful, productive learning. Solution Tree.

Giganti, P., (2007). Why teach problem solving, part I: The world needs good problem solvers! CMC ComMuniCator, 31(4), 15-16.

National Council of Teachers of Mathematics. (2020a). Catalyzing change in early childhood and elementary mathematics: Initiating critical conversations. The National Council of Teachers of Mathematics.

National Council of Teachers of Mathematics. (2020b). Catalyzing change in middle school mathematics: Initiating critical conversations. The National Council of Teachers of Mathematics, Inc.

Ong, M., Wright, C., Espinosa, L.L., & Orfield, G. (2011). Inside the double bind: A synthesis of empirical research on undergraduate and graduate women of color in science, technology, engineering, and mathematics. Harvard Educational Review, 81(2), 172-208.

Silva, E. & White, T. (2013). Pathways to improvement: Using psychological strategies to help college students master developmental math. Carnegie Foundation for the Advancement of Teaching. https://www.carnegiefoundation.org/wp-content/uploads/2017/03/pathways_to_improvement.pdf

Weber, K. (2011). Role models and informal stem-related activities positively impact female interest in stem. Technology and Engineering Teacher, 71(3), 18-21.

Sarah B. Bush, Ph.D., Professor, University of Central Florida
sarah.bush@ucf.edu

Sarah B. Bush, a former middle school mathematics teacher, is currently a Professor of K-12 STEM Education and the program coordinator of the mathematics education Ph.D. track at the University of Central Florida (UCF). She is a member of the NCTM Board of Directors and was the task force and writing team chair for Catalyzing Change in Middle School Mathematics: Initiating Critical Conversations. She is the Principal Investigator of the NSF Noyce Track 3 shared in this blog and the UCF Principal Investigator of a collaborative NSF IUSE project. Her research focuses on mathematics education, transdisciplinary STE(A)M education, and teacher professional learning.

Lisa A. Brooks, Ed.D., Senior Lecturer, University of Central Florida
lisa.brooks@ucf.edu

Lisa A. Brooks is a senior lecturer in the School of Teacher Education at the University of Central Florida. Her research focuses on helping teachers facilitate student discourse to increase conceptual understanding of mathematics. Dr. Brooks is an experienced elementary and middle school teacher, internship supervisor and coordinator, new teacher mentor, and mathematics coach. She provides professional development for educators, school leaders, and district leaders. Dr. Brooks earned a bachelor’s degree in Elementary Education, a master’s degree in Mathematics and Science Education, and a doctorate degree in Curriculum and Instruction, with a focus on Mathematics Education.

Juli K. Dixon, Ph.D., Professor, University of Central Florida
juli.dixon@ucf.edu

Juli K. Dixon is Professor of Mathematics Education at the University of Central Florida. She has published numerous books, textbooks, and articles. Dr. Dixon delivers keynotes and other presentations throughout North America. She is an author of Houghton Mifflin Harcourt’s Into Math, Go Math, and AGA and Integrated Mathematics for High School as well as for Waggle (K-8 Mathematics). She is co-author of Solution Tree’s Making Sense of Mathematics for Teaching book and video series. Especially important to Dr. Dixon is the need to teach each and every student.

Treshonda Rutledge, M.Ed., Graduate Research Associate, University of Central Florida
treshonda.rutledge@ucf.edu

Treshonda Rutledge is a doctoral student at the University of Central Florida where she instructs Elementary Mathematics courses for preservice teachers, supervises secondary mathematics interns as a Clinical Coordinator, and supports the NSF Noyce Track 3 project, Empowering STEM Teachers with Earned Doctorates as the Graduate Research Associate. Her experiences as a K-12 Mathematics Teacher, Turnaround Mathematics Teacher, Mathematics Instructional Coach, Personalized Learning Facilitator, and District Resource Teacher supporting secondary mathematics classrooms and Title I schools have shaped her research interests to explore best practices for preparing preservice and in-service teachers to deliver equitable and responsive mathematics instruction.

Malcolm B. Butler, Ph.D., Professor and Dean, University of North Carolina at Charlotte
malcolm.butler@uncc.edu

Malcolm B. Butler is Professor and Dean of the Cato College of Education at the University of North Carolina at Charlotte. Butler earned a B.S in in Physics from Southern University in Baton Rouge, Louisiana. He also completed an M.Ed. and Ph.D. in Curriculum and Instruction (Science Education) at the University of Florida. Butler has taught and learned mathematics, science, and life from elementary, middle, and high school students, as well as college students. Some of his research interests include writing to learn in science, physics teacher education, and equity and diversity in science.

Brian Moore, Ph.D., Associate Professor, University of Central Florida
brian.moore@ucf.edu

Brian Moore is currently an Associate Professor of Mathematics at the University of Central Florida. After completing his Ph.D. in mathematics at the University of Surrey in the United Kingdom, Brian held postdoctoral positions at McGill University in Quebec and at the University of Iowa. His primary research interests are in lattice equations and structure-preserving algorithms for solving differential equations. His work has contributed to scientific applications in neuroscience, material science, wave mechanics, and computer vision. He also has strong interest in mathematics education and how students gain deeper understanding of the topics they study.