1. Math Teacher Leadership
Professor Kathy Clemmer
Loyola Marymount University
Center for Math and Science Teaching

2. Who do you identify with in this clip?

3. Describe the attributes and core competencies for a
Math Teacher
Coach
Administrator
Who exemplifies these attributes and core competencies in the clip?

4. One Definition of Leadership
Leadership is influencing people by providing purpose, motivation, and direction while operating to accomplish the mission and improve the organization.
Army Leadership, Competent, Confident, and Agile, FM 6-22,
Where does the Math Teacher Leader fit? Are you “Frodo”?

5. Transformative Teacher Leadership
Attributes of a Math Teacher Leader:
Value driven
Goal-oriented
Vision-directed
Core Competencies:
Teaching students, teaching adults, coaching adults

6. Transformative Leadership is Value-Driven
LMU-Center for Math and Science Teaching (CMAST) Teacher Leader values:
Math or Science as an exuberant way of life
Passionate belief that all students can learn mathematics and science
Aggressive and positive perseverance through challenges
“Those that know, do. Those that understand, teach.” –Aristotle
“Science is not only a discipline of reason but, also, one of romance and passion”
–Stephen Hawking
What are your values for teacher leadership in mathematics?

7. Transformative Leadership is Vision-directed
Visions involve passion, and the passion of leaders is often intense
Vision empowers a leader to
Inspire and motivate others,
To turn ideas into actions
Vision engages the heart and spirit
MAST TL’s drive their vision to realize powerful results for student engagement and achievement
Learning to Lead, A Workbook on Becoming a Leader by Warren Bennis & Joan Goldsmith (2010)

8. Math and Science Teaching (MAST) System Mission
Teaching and learning that equally values students and rigorous mathematics and science as the core of the system, requires teachers to make connections, uses mathematical and scientific reasoning within the context of storytelling and designs an experience for the learner that is active, connected, sensory, and emotional; thereby inspiring and motivating students to learn and achieve in mathematics and science.
What is your vision for teacher leadership?

9. Transformative Leadership is Goal-oriented
Values provide the context
Vision provides the expected final outcome
Culture
Goals provide the tools
Teaching
Describe the practices you use “to teach”
Coaching
Describe the methodology you use to coach
Draw yourself implementing your vision through your values and highlight the connections to teaching and coaching
WHO ARE YOU?

10. “To Be or Not to Be, That is the Question”
Who are Leaders?
“Leaders are purveyors of hope. Their optimism communicates a belief in the worth of followers and the talents of those around them”
Learning to Lead, A Workbook on Becoming a Leader by Warren Bennis & Joan Goldsmith (2010)
Transformative Math Teacher Leaders
“To Be or Not to Be, That is the Question”

11. The role of Transformative Teacher Leadership in Mathematics
TL’s
Embrace failure as part of learning
and
Seek to implement Systemic Solutions
Why is this role necessary?
Once a leader in math and science education, the United States now is far behind other countries. Out of 33 industrialized nations, America ranks 27th in math (OECD, 2009)
Finland is first and Brazil is last
The United States also trails at least 19 countries that produce more scientists and engineers. Workforce projections for 2014 by the U.S. Department of Labor show that 15 of the 20 fastest growing occupations require significant science or mathematics training to successfully compete for a job.

12. What experts are recommending
"Teachers don't just have to learn more math and science, they need to learn to become an expert resource for their colleagues.”
Joyce Evans, a program manager in NSF's directorate for education and human resources.
A November 2010 NCATE (National Council for Accreditation of Teacher Education) report calls for a shift in teacher training programs toward models that are fully grounded in clinical practice with varied and extensive opportunities for teachers to connect what they learn with the challenge of using it, under the expert guidance of skilled clinical educators.
Transforming Teacher Education Through Clinical Practice: A National Strategy to Prepare Effective Teachers

13. California’s Response
Mathematics Instructional Certificate
The program provides extensive opportunities for candidates to
demonstrate mathematical and pedagogical content knowledge and skills to support effective mathematics instruction and student learning.
Coursework and fieldwork address the complex interplay of math content and pedagogy in effective teaching.
Candidates are prepared to enhance mathematical development for all students
Candidates are prepared to collaborate and co-teach with other math teachers as well as teachers of other subject matter disciplines.
Candidates are prepared to teach K through Pre-Algebra or K through Algebra I.
Candidates are equipped to understand the challenges of developing mathematics literacy among California’s diverse student and teaching population.

14. MICMIL Mathematics Instructional Leadership
The program includes a planned process for the comprehensive assessment of candidates in the following areas:
1.Understand practitioner research and encourage teachers to use it in their practice
2. Design and implement professional development that engages teachers, administrators, and parents while promoting student engagement and achievement in mathematics
3. Analyze and use data to design solutions to the challenges of developing mathematical literacy among California’s diverse population
4. Lead a professional community of practitioners to promote student engagement and achievement in mathematics and minimize the achievement gap

15. Who do you want “To Be” ?