Running head: SETTING THE STAGE

Setting the Stage

Elizabeth Tilton

University of Maine at Farmington

October 22, 2018

Running head: SETTING THE STAGE

Documentation of Meetings/Communication with Principal, Title One Teacher, and Special

Education Teacher(s):

Date & Time Participant(s) Discussion Notes

10/9/18 Principal: Mark Tess This communication happened via email due to
(via email) Teacher: Elizabeth Tilton scheduling constraints.

The following questions were posed:

In general, what do you believe is the definition of a
math coach/specialist?
“I see the math coach as someone that is supportive
as a colleague and strong enough to have hard
conversations about best practices in math.”

What do you believe would be the role and

responsibilities of a math coach/specialist in our
school district? (this would refer to our school,
specifically, as well as the AOS 98 school system).
“Most definitely someone who can access and
provide resources for staff. I also would see this
position as someone that is hands-on. Someone that
can get into classrooms and offer solid advice, in
particular to new or struggling staff.”

In your opinion, do you think our district would

benefit from having a math coach/specialist on staff?
Why or why not?
“I think any additional resource, especially someone
on staff would be an added benefit. My fear is that in
the current climate of looking only at student
numbers it might be a tough sell.”
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Date & Time Participant(s) Discussion Notes

10/5/18 Special Education Teacher: This communication happened via email due to
(via Email) Molly King scheduling constraints.
Teacher: Elizabeth Tilton
The following questions were posed:
In general, what do you believe is the definition of a
math coach/specialist?
“Honestly, I don't know, as I've never worked with
one before! But I assume they would be available for
all staff to work with on curriculum, and maybe
provide different resources/ideas/programs
throughout the year.”

What do you believe would be the role and

responsibilities of a math coach/specialist in our
school district? (this would refer to our school,
specifically, as well as the AOS 98 school system).
“To provide resources for teachers and coaching on
how to develop and implement math curriculum.”

In your opinion, do you think our district would

benefit from having a math coach/specialist on staff?
Why or why not?
“I think it would be a benefit. The more resources
available to educators, the more we can improve
ourselves and help students!”
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Date & Time Participant(s) Discussion Notes

10/9/18 Special Education Teacher: This communication happened via a face-to-face
Kim Burnham meeting at school.
Teacher: Elizabeth Tilton
The following questions were posed:
In general, what do you believe is the definition of a
math coach/specialist?
“A math coach/specialist is a person that has many
years of teaching behind them with a masters degree
plus. Someone that not only can teach but is able to
advise colleges on materials, tools, technology, and
latest learning/best practices to help enhance their
classroom.”

What do you believe would be the role and

responsibilities of a math coach/specialist in our
school district? (this would refer to our school,
specifically, as well as the AOS 98 school system).
“When choosing a new math curriculum for the
school, have the math coach research and bring to
different levels what may be out there. For special ed,
having the availability to approach them for ideas,
apps, programs, etc… for a particular student that
may be struggling. To have for enrichment programs,
to expand for students that are excelling.”

In your opinion, do you think our district would

benefit from having a math coach/specialist on staff?
Why or why not?
“Yes, I do feel our district would benefit from having
a math coach/specialist in our district. This would be
beneficial to the school as a whole on many levels,
but especially to special ed. for students that struggle
with specific concepts. Methods we have tried in the
past may not be working, a math coach could bring a
fresh perspective and really help a student(s) succeed.
There are times you feel like you are totally on your
own teaching students and it would be nice to have
someone to bounce thoughts and ideas off with, and
come up with new ways of reaching students in a
more positive way.”
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Date & Time Participant(s) Discussion Notes

10/19/18 Title One Teacher: This communication happened via email due to
(via email) Lisa Sharp scheduling constraints.
Teacher: Elizabeth Tilton
The following questions were posed:
In general, what do you believe is the definition of a
math coach/specialist?
“A math leader, model, facilitator/coordinator, and
resource for staff, admin, parents, and students.”

What do you believe would be the role and

responsibilities of a math coach/specialist in our
school district? (this would refer to our school,
specifically, as well as the AOS 98 school system).
“I think a math coach/specialist could find resources
and ideas for teachers to improve or add to math
instruction & assessment practices; model strategies
for teachers; collaborate with staff to determine and
implement best practices; lead math PD; and perhaps
coordinate or lead the math RTI work (organize
universal screenings, collect and monitor math data
for the school, help teams identify students who may
need intervention & interventions that may be helpful
for specific groups of students, help teams monitor
students’ progress and efficacy of programs, and
possibly work with some high-needs students
[intervention]); and advise admin on math programs/
instruction/assessment/intervention.”

In your opinion, do you think our district would

benefit from having a math coach/specialist on staff?
Why or why not?
“With math scores down across the state, and in our
district, it seems that it could be beneficial to have a
math specialist, at least part time at our school.
Perhaps there could be an AOS math specialist that
worked across the schools.”
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Documentation of Meetings/Communication with Teacher to be Observed:

** The teacher I will be observing is Mame Anthony. Mame currently teaches one section of 7th
grade math and three sections of 8th grade science. We have been able to meet regarding this
observation and also meet most Tuesday’s during lunch/recess, which is really helpful. She will
be focusing on using formative assessments throughout the class period; utilizing technology
in a meaningful way to help provide students with immediate feedback that is both genuine and
specific; and student engagement.
Date & Time Participant(s) Discussion Notes
10/10/18 Observer: • Content/topic:
9:50 AM - Elizabeth Tilton - Eureka 7th Grade - Module 2 - Lesson 7
10:20 AM Teacher to be Observed: - Addition and Subtraction of Rational Numbers
Mame Anthony
• Standards:
- CCSS.MATH.CONTENT.7.NS.A.1.B
Understand p + q as the number located a distance |q|
from p, in the positive or negative direction
depending on whether q is positive or negative. Show
that a number and its opposite have a sum of 0 (are
additive inverses). Interpret sums of rational numbers
by describing real-world contexts.
- CCSS.MATH.CONTENT.7.NS.A.1.C
Understand subtraction of rational numbers as adding
the additive inverse, p - q = p + (-q). Show that the
distance between two rational numbers on the number
line is the absolute value of their difference, and
apply this principle in real-world contexts.

• Student Outcomes/Goals:
- Students recognize that the rules for adding and
subtracting integers apply to rational numbers.
- Given a number line, students use arrows to model
rational numbers where the length of the arrow is
the absolute value of the rational number and the
sign of the rational number is determined by the
direction of the arrow with respect to the number
line.
- Students locate the sum p+q of two rational
numbers on a number line by placing the tail of the
arrow for q at p and locating p+q at the head of the
arrow. They create an arrow for the difference p-q
by first rewriting the difference as a sum, p+(−q),
and then locating the sum.

• Next couple of meetings: we plan to discuss and

look at both the student and teacher materials. We
will then identify areas where students can receive
feedback; types of formative assessments that can
be used; ways to possibly integrate technology to
help with formative assessments; exit ticket.
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Date & Time Participant(s) Discussion Notes

10/16/18 Observer: • This meeting happened during lunch/recess. We
11:40 AM - Elizabeth Tilton were in a team meeting, but made time to talk
12:00 PM Teacher to be Observed: specifically about the lesson to be observed.
Mame Anthony • Not an ideal time to meet, however, it was the only
time that we could, due to previously scheduled
meetings on other days.
• Technology tool(s):
- ASSISTMENTS: Exit ticket is linked on here from
Eureka; students will receive immediate feedback;
teacher will receive immediate feedback to help
plan for the next day’s lesson/activity/possible
reteaching.
- Worked on setting up and assigning the exit ticket
on ASSISTments. This was a resource that Mame
asked that I help her with. We have had training
and access to ASSISTments for a few years,
however, she hasn't been using it as often as she
would like and feels as though it could be
beneficial to both the students and herself.
• We made the decision to focus on formative
assessment strategies/frequent check-ins for the
sake of this lesson.
• Aside from technology, other formative assessment
strategies that we brainstormed included student
worksheets (from individual, small group, and
whole group work), teacher observations, self
reflection from students, and probing questions
between teacher-to-student and student-to-student.
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Date & Time Participant(s) Discussion Notes

10/18/18 Observer: • This meeting happened during a planning period.
10:00 AM - Elizabeth Tilton Although the door was shut and we had planned
10:30 AM Teacher to be Observed: time to meet one-on-one, there were several
Mame Anthony interruptions. Students came in to get materials for
other classes; a special ed. teacher came in to touch
base regarding a parent email that had just been
received; and the GT teacher stopped by to drop off
materials for specific students.
• We were able to discuss different ways to keep
students engaged in the lesson. Eureka does a good
job of breaking the class up with multiple formative
assessment strategies.
• We discussed possible “brain breaks.” One of these
could be stopping students, have them stand up,
have them count up and down using something
similar to the “happy counting” method used in
younger grades. This of course, would be adapted
to better fit middle school students. Students know
the expectations since they have done it before.
• We both agreed that student data, specifically the
most recent NWEA data, as well as previous years
data should be reviewed to get an idea of where
students stand in regards to the standards being
addressed in this lesson. What are the prerequisite
skills needed? Can formative assessments be used
to assess what students already know and what
potential challenges they may face? Something to
think about for our next meeting/discussion.
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Analysis of math coaching/math leader position:

Mathematics coaches/specialists are becoming increasingly prominent in elementary,

middle, and high school settings in an effort to improve both the teaching and learning of

educators, regardless of experience and/or expertise. Improving the teaching and learning of

educators, therefore has a positive impact on the improvement of students’ learning. This in turn,

has the potential to deepen their understanding and application of mathematics concepts, as well

as improve overall achievement. “A mathematics coach is an individual who is well versed in

mathematics content and pedagogy and who works directly with classroom teachers to improve

student learning of mathematics” (Defining, 2018). According to Obara (2010), in an effort to be

the most effective math coach/specialist, the following skills are inherent:

• Social leadership skills

• Content knowledge

• Pedagogical content knowledge

• Knowledge of curriculum

• Knowledge of gifted and special-needs students

• Knowledge of research

Social leadership skills or social skills in general, are without a doubt one of the top skill

sets needed to be an effective math coach/specialist. In an effort to establish a positive,

collaborative relationship with teachers and colleagues, communication, trust, and a mutual

respect are of utmost importance. A leader in the school can earn the respect of other teachers by

“being approachable, continuing to learn, and by using interpersonal skills that ultimately allow

her to influence the instructional practice of her peers” (Campbell, P. F., Ellington, A. J., Haver,
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W. E., & Inge, V. L., 2013). Student-teacher relationships are significantly different from

working with adult learners. Campbell et. al. (2013) discusses how a math coach/specialist must

understand that individual teachers are unique and their differences must be respected. Their

abilities, interests, strengths, level of expertise, and/or experience may vary greatly along with

their comfort levels, teaching styles, and favorite methods of teaching. A partnership must exist

between coach and teacher, where they work together to plan and teach students. More

experienced teachers or those who may specialize in a specific area of education, may have ideas

and methods that are “grounded in tradition,” therefore the coach must “co-plan with care,

without taking over” (Campbell et. al., 2013). This helps to build a mutual respect and good

rapport. Rather than throw together several different handouts, practice sheets, or instructional

activities and simply give them to the teacher, the coach should carefully select a few resources

that are of interest to the teacher. Any suggestions made to help improve the teacher’s methods

and activities should go along with the teacher’s ideas. According to Campbell et. al. (2013),

coaches must provide teachers with specific and genuine feedback that is honest. If, for

example, when being observed, a teacher teaches something incorrectly, timing is key when

bringing this to the teachers attention. It is not okay or helpful to point out or state that a

teachers ideas are wrong. in front of students. There are ways to approach the situation that are

respectful and less direct. Coaches should “be direct as a last resort,” (Campbell et. al., 2013).

Along with respect, honesty, and trust, flexibility is another important skill needed to be a

successful math coach/specialist. When reflecting on her new position, a classroom teacher who

transitioned to a math teacher leader recognized her goal: “to be a support system for teachers,

students, and administrators, with the purpose of improving the teaching and learning of
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elementary mathematics,” (Rapacki, L. J., & Francis, D. I., 2014). She quickly came to the

realization that being flexible and building trust and rapport with her colleagues needed to come

before simply “giving them resources and telling them what to do.” To them, she was an

outsider who knew nothing about their students, school community, etc… Although they were

reluctant to have her observe them and get in their classrooms, she knew it was essential in doing

her job. She decided to begin her coaching practices by shadowing other leaders in the schools,

with whom the staff already trusts; attend varying school functions and meetings; and eating in

the faculty lounge during lunch. Once teachers became more comfortable with her, they began

seeking her help with different tasks, instructional activities, and other ideas to use in their

classrooms. In an effort to get in their classrooms, this teacher leader opted to model instruction,

becoming the one being observed. This lead to a successful and collaborative relationship

between the teacher leader and classroom teachers. “Rapport and trust are invaluable.

Commodities in which teacher leaders must invest with their teachers to create true

collegiality,” (Rapacki et. al., 2014).

Aside from social skills, skill sets surrounding knowledge, specifically content,

pedagogical, curriculum, gifted and special-needs students, and research are the five remaining

skill sets identified by Obara (2010) as being inherent to successful math coaches/specialists.

Having the necessary content knowledge is important in teaching mathematics. “Mathematics

coaches need to have a deep understanding of the content teachers are teaching to be able to

support them,” (Obara, 2010). Donna Boucher (2015) shared her experience of becoming a math

coach by stating that leaders must know their stuff. If a teacher feels as though you don't know

what you are talking about, they may not find you credible, not allowing for a collaborative
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partnership to develop. Boucher (2015) knew that she didn't have sufficient knowledge of

primary mathematics, therefore she did her research and “read books, attended workshops,

visited primary classrooms, and talked and planned with primary teachers.” Knowing and

understanding the mathematical content is only part of it. A math coach/specialist must also have

knowledge of what coaching entails. Obara (2010), suggests that professional development

needs to happen focuses on supporting coaches in coaching. If coaches don't know how to work

with adult learners/teachers, they may be ineffective leaders.

Pedagogical content knowledge, also referred to as PCK, is a different type of

knowledge that doesn't necessarily refer to content, specifically, but how it is presented and how

children learn it best. PCK has a much greater influence on the overall quality of instruction and

gains made in student learning. Shulman (1986) developed PCK to help teachers and teacher

leaders connect the content they must know and understand, with the knowledge they must

possess of the appropriate tools to use, and the various ways in which content can and should be

presented and taught to students. “Pedagogical content knowledge is the content knowledge

beyond subject matter that Shulman describes as the content knowledge for teaching” (Shulman,

1986). This goes along with knowing one’s students, having a solid understanding of how

students learn best, and what common misconceptions they may have regarding specific content

and skills. A teacher must have a solid understanding of individual students’ strengths,

weaknesses, preconceptions of specific skills, and ability levels, in an effort to help all students

make gains and find success. “Coaches need to know how children learn mathematics and

understand the kinds of activities and strategies that help students develop conceptual

understandings of mathematics,” (Obara, 2010). Different pedagogical strategies may involve

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the use of manipulatives, technology, cooperative learning strategies, etc… According to Obara

(2010), these can have a positive effect on students’ learning if implemented appropriately, and

can lead to higher overall achievement and positive attitudes surrounding math concepts.

Knowledge of curriculum refers to a solid understanding of the math curriculum used in

a district and/or school system. In an effort to help teachers make connections between the

concepts being taught and learned at their own grade level, as well as between grade levels, math

coaches/specialists need to understand the districts curriculum like the back of their hand (Obara,

2010). Professional development opportunities surrounding not only specific curricula, but a

wide range of curricula should be provided to math coaches/specialists so that they can help not

only teachers, but administrators who may need to make decisions regarding new curricula.

School administrators, teachers, parents, and other community members may reach out to the

math coach/specialist with questions or concerns about the mathematics programs being

implemented in schools. Coaches/specialists must have a deep understanding of the school’s

curriculum and/or math program, as they are seen as the “go-to person” for inquiries, questions,

and concerns (Campbell et. al., 2013).

Content knowledge, which goes hand in hand with curriculum knowledge, “refers to the

structure of subject matter both substantive, as the organization of facts and ideas, and syntactic,

as the set of rules and norms that support the content” (Shulman, 1986). In order to successfully

teach mathematics content to students, it is important that teachers not only understand the

material and content they are teaching, but also understand how and why it works the way it

does, which is the pedagogical aspect showing up. A good teacher can answer the questions:

What came before this skill? What will proceed this skill? Why do particular solutions work for
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given problems? Why does this make sense? Having a solid understanding of the progression of

content is key in teacher instruction. A teacher must know what comes before and will come after

the content currently being taught. Connecting students to prior knowledge and future skills will

help to provide them with consistency and smooth transitions from one topic or grade to the next.

A strong teacher leader can help guide classroom teachers to think about these types of questions

and use them when reflecting on lessons co-taught or observed.

Knowledge of gifted and special-needs students is critical for teacher leaders due to the

wide range of demographics in public schools today. Math coaches/specialists not only work

with general education teachers, but special education teachers as well. “Classroom and special

education teachers may have differing perspectives about what constitutes student knowledge,

conceptual understanding, or misconceptions” (Campbell et. al., 2013). English to Speakers of

Other Languages, also referred to as ESOL, are programs that may be integrated into a school

community. A program such as this is a great resource for teachers and teacher leaders to turn to

when facing challenges with English language learners, as it has been proven that there is a close

connection between “language proficiency and mathematics achievement” (Obara, 2010).

Teachers may also reach out to coaches/specialists when faced with students that may have

reading and/or behavioral challenges, as well as gifted and talented students, needing more of a

challenge. Some schools may have teacher leaders trained in gifted and talented programming

Knowledge of research has to do with math coaches/specialists keeping up to date on

both current and past “best practices” (Obara, 2010). Coaches/specialists are challenged with

providing the latest and best resources, instructional activities, methods of teaching, etc…to their

math teachers to ensure that students are receiving the best possible outcomes in learning. Not
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only does having this knowledge benefit the teacher leader in helping others to improve their

practices, it also helps provide them with necessary findings and evidence to support decisions

regarding curricula. “Due to the fact that coaching is a new form of professional development,

school districts are faced with a problem of identifying qualified people who have the skills and

knowledge that coaches need to perform their duties” (Obara, 2010). According to Fennell

(2009), several issues arise when determining a qualified candidate, which include “content and

pedagogical knowledge, teaching experience, genuine interest, ability to lead, etc…”

Professional development and/or research may need to be offered and completed by potential

coaches/specialists in order to successfully carry out their duties and responsibilities.

Mathematics coaches/specialists have the responsibility to “work with teachers to

improve mathematics achievement; manage and control curriculum and instructional materials;

manage and regulate professional development; monitor program implementation; build the

mathematics program by using its strengths and reducing its weaknesses; maintain and share

best-practice research; build collaborative teams and networks; and gather, analyze, and interpret

data, such as from assessments and benchmark tests, to inform instruction” (Defining, 2018).

According to Fennell (2009), math coaches/specialists may also be asked to create and

implement monthly math challenges, conduct informal observations, and not only manage and

regulate professional development, but potentially run it. According to Bernard Rahmig and

Cynthia Rodriquez (2010), math teacher leaders must take part in monthly training sessions that

have to do with “mathematics content, leadership, and assessment.”

As previously discussed, math coaches/specialists develop a partnership with teachers. A

coaches job is not to “fix problems,” but rather to inform and improve. The coaching cycle
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provides a format to follow when working with teachers, and includes four main components:

planning, teaching, reflecting, and applying. The planning step is more of a co-planning process

and involves the coach/specialist and teacher working together to “refine the area of focus and

write up the coaching plan” (Lamothe, 2016). Setting goals and learning targets are a huge

factor. The goals must be standards-based, student friendly, and relevant to content being

taught. The targets, however, can act as tools for students to self assess. The second step,

teaching, should also be done collaboratively, where the teacher and coach work together at

times to carry out a lesson. The coach may take this opportunity to demonstrate effective

methods of teaching, therefore becoming the one being observed. One of the most important

aspects of coaching, is getting in the classroom to work with the teacher. This isn’t always easy

to do, as all teachers are unique and may have traditional teaching methods that they are

comfortable with.

Once the co-teaching and observations, be it formal or informal have occurred, the third

step of the cycle takes place: reflection. Reflecting and debriefing on the lesson, goals, targets,

and student evidence will help both the coach and teacher to make further plans. “Coaching has

the unique component that allows teachers to try what they have learned right away when ideas

are fresh in the teachers’ minds. In addition, teachers get immediate (or nearly so) feedback from

the coach,” (Obara, 2010). Assessments throughout the lesson should be continuous and

formative. Student evidence is critical. Student evidence must be referred to and used to help

drive further instructional decisions. The teacher and coach may find themselves asking the

following questions: “What is your learning? What is the evidence of your learning? What will I

continue to use? What will I change in my practice? What do I need now to move this learning
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into practice?” (Lamothe, 2016). The final step in the cycle is applying what has been learned to

deepen knowledge and instructional practices. Self-reflection should become a norm for not

only students, but teachers and teacher leaders as well.

Math coaches/specialists often take on different titles. An elementary mathematics

specialist may also be referred to as an EMS professional. “The specific roles and responsibilities

of EMS professionals vary according to the needs and purposes of each setting” (Role, 2018). In

most schools, coaches/specialists are employed full time, however, they may have part time

teaching duties. “To provide regular, consistent and ongoing support to each teacher, most

averaged-sized schools or districts would need several coaches,” however, with budget cuts and

underfunded school systems, this isn't always an option (Moody, 2017). An option for schools

facing financial difficulties, is looking within their staff for good teachers that are willing to

coach in addition to teaching duties. Another way to save on additional costs, is by supporting

continuous peer feedback amongst teachers, rather than hiring someone to come in and observe

and work with teachers. This in turn leads to a more supportive school culture, where teachers

begin to work more collaboratively, even if they were once hesitant.

As previously discussed, the teacher leader may conduct professional development

opportunities within the school. It’s not often that teachers get time to talk to one another about

different instructional activities, strategies, etc…that are working well for them in their

classrooms. Meaningful professional development can allow for this. Regular professional

development over an extended period of time is essential (Campbell et. al., 2013). Teachers need

the opportunity to learn from one another, share ideas, get feedback, share instructional activities,

etc… Coaches/specialists are tasked with the job of managing a school’s instructional resources
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and resource library. Included math resources may include “adopted textbooks, manipulative

materials, mathematics education books, computer applications, websites, etc…” (Campbell et.

al., 2013). When not working directly with classroom teachers, the coach/specialist may be

working closely with school administrators.

*My school district does not have a contractual section related to the role of a math coach /
math leader. Therefore, I have included a copy of the Maine School Administrative District
No. 75’s posting for the position of a math leader.

*My school district does not have a math coach / math leader position, nor have they ever
had one in the past. For the purpose of this assignment, I will use MSAD No. 75’s posting
for the position of a math leader to make conjectures for possible augmentations for
improvement.

MAINE SCHOOL ADMINISTRATIVE DISTRICT No. 75

INTERNAL POSTING
Anticipated opening
3/27/2018

POSITION: Math Teacher Leader

LOCATION: Mt. Ararat Middle School

HOURS/STATUS: School Year 2018 – 2019

CLOSING DATE: 4/2/2018

TO APPLY: Apply online: http://applitrack.com/link75/onlineapp

ESSENTIAL FUNCTIONS: This position is designed to facilitate teachers’ understanding and implementation of the
M.S.A.D. #75 learning goals for mathematics in a proficiency-based learning system. This role includes district, building,
and classroom leadership.
● Provide school-wide math leadership by supporting the building administration and staff in analyzing and using
student achievement data to identify needs, set and prioritize long and short-range school-wide goals, design and
provide staff development to strengthen core instruction
● Support teachers’ achievement of their goals by using coaching strategies that gradually release responsibility
for implementing instructional practices to the teacher (for example, co-planning, modeling, co-teaching, side-
by-side coaching, and observing), with focus on supporting new and growing teachers
● Supports hope and engagement with all students, including a focus on Response to Intervention, maximizing
“catch up growth”, and extending beyond the learning goals
● Work with teachers in all subject areas to expand on their content expertise and provide math instruction
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● Track multiple indicators to assess the effectiveness of coaching

● Coordinate the math-related transition of students from 5th to 6th grade and 8th to 9th grade
● Coordinate and manage school math materials
● Facilitate math curriculum development and implementation of the new “Open Up Resources” math program
● Participate in school and district committees
● Lead the Middle School Mathematics focus group

REQUIREMENT:
• Strong 6-12 math instruction background with expert knowledge of all components of balanced math,
proficiency-based, and formative assessment approach
● Knowledge of the developmental needs of adolescents, including experience with promoting a growth mindset
● Familiarity with Open Up Mathematics Resources and/or other strategies that foster differentiation at all levels
● Familiarity with the Common Core Math Practice Standards and best practice in mathematics teaching and
learning
● Familiarity with math-related diagnostic tools and experience with interventions that promote “catch up growth”
● Self Starter, flexible, organized
● Proven leadership, collaboration and communication skills. Demonstrated ability to lead multiple professional
groups within the school and District
● Committed to collaborative and inclusive approaches to leadership in order to support success for all students
(striving to build an instructional math bridge between regular and special education).
● Skilled at providing constructive feedback to adults of all professional backgrounds; prior leadership experience
preferred
● Able to use/manipulate databases in collaboration with building administration and district administration
successfully.
● Hold or be eligible to obtain a Maine 300-Math Specialist Certification.

Analysis and possible augmentations for improvement to MSAD No. 75, specifically:

MSAD No.75 seems to provide a strong job description for a Math Teacher Leader in

their district. Co-planning, modeling, co-teaching, coaching, and observing align well with the

math coaching cycle. Potential candidates are required to be flexible, organized, have proven

leadership, collaboration, and communication skills. They must also be familiar with the

curriculum being used in MSAD No.75, best math practices, and strong pedagogical knowledge.

In my opinion, one of the most important aspects of being a successful Math Teacher Leader, is

to have strong social leadership skills. Respect, honestly, trust, and being able to establish strong

relationships with teachers is a must. I would probably elaborate on this in the job description,
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although flexibility and collaboration were included in the job description. If I had to add

something to the requirements of a Math Teacher Leader, I would include knowledge of special

needs and gifted students, as well as knowledge of research, which was previously elaborated on.

How would a math coach / math specialist look in my own district; possible benefits?

Math coaches/specialists often take on different titles. An elementary mathematics

specialist may also be referred to as an EMS professional. “The specific roles and responsibilities

of EMS professionals vary according to the needs and purposes of each setting” (Role, 2018). In

most schools, coaches/specialists are employed full time, however, they may have part time

teaching duties. “To provide regular, consistent and ongoing support to each teacher, most

averaged-sized schools or districts would need several coaches,” however, with budget cuts and

underfunded school systems, this isn't always an option (Moody, 2017). An option for schools

facing financial difficulties, is looking within their staff for good teachers that are willing to

coach in addition to teaching duties. Another way to save on additional costs, is by supporting

continuous peer feedback amongst teachers, rather than hiring someone to come in and observe

and work with teachers. This in turn leads to a more supportive school culture, where teachers

begin to work more collaboratively, even if they were once hesitant.

As previously discussed, the teacher leader may conduct professional development

opportunities within the school. It’s not often that teachers get time to talk to one another about

different instructional activities, strategies, etc…that are working well for them in their

classrooms. Meaningful professional development can allow for this. Regular professional

development over an extended period of time is essential (Campbell et. al., 2013). Teachers need
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the opportunity to learn from one another, share ideas, get feedback, share instructional activities,

etc… Coaches/specialists are tasked with the job of managing a school’s instructional resources

and resource library. Included math resources may include “adopted textbooks, manipulative

materials, mathematics education books, computer applications, websites, etc…” (Campbell et.

al., 2013). When not working directly with classroom teachers, the coach/specialist may be

working closely with school administrators.

In the 2016-2017 and 2017-2018 school years, my school hired a math specialist to

provide professional development, focused on math, that happened 2 to 4 times a month. This

was the very first time in the last 10 years or more that we have hired someone that specializes in

math, to work with teachers. Although I found these professional development days to be

beneficial at times, I wish that they had focused more on simply letting teachers meet and discuss

things that are working for them, or even fun lessons and instructional activities. As our school

begins to dive into new Response to Intervention work, we have once again begun the discussion

of what role a math coach/specialist could potentially play.

In regards to gifted and talented students, this will be our first year with a full time GT

programmer. This teacher is a former science teacher next door at our high school. She decided

to give up her teaching duties to take on this new role. As I work with her one-on-one, I notice

so many similarities between the role and responsibility of a math coach and the GT coordinator.

As we continue to meet to discuss options for math programming for specific students, Ive

noticed that I have begun sharing resources for her to bring to other math teachers seeking her

help. I find this to be extremely exciting and a lot of fun! Just having the opportunity to talk

math with someone and bounce ideas off of one another has been a great experience thus far.
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When it comes to struggling and special needs students, out staff has begun professional

development afternoon surrounding RTI (response to intervention). Along with reading

specialists, our staff is becoming increasingly interested in a math teacher leader for the building.

I would love to take on this role as long as I could still fulfill some of my current teaching duties.

I love working with the kids too much, to veer away from that just yet. However, I do realize

that math coaching involves more of a co-planning and co-teaching style, which would allow me

the opportunity to still work with students in the classroom. I could also see this eventually

leading to a math coach/specialist for our entire district.

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References

Campbell, P. F., Ellington, A. J., Haver, W. E., & Inge, V. L. (2013). The elementary mathematics

specialists handbook. Reston, VA: National Council of Teachers of Mathematics.

Defining Mathematics Coaching. (2018). Retrieved September 21, 2018, from https://

www.nctm.org/Handlers/AttachmentHandler.ashx?attachmentID=OoDpMTJGelA=

Fennell, S. (2009). Mathematics Specialists, Teacher Specialists, Coaches: Where is this going?

What do we know? Presentation @ NCSM Annual Conference, April 22, 2009,

Washington, D.C.

Lamothe, C. (2016). New Staff Presentation: Collaborative Coaching Cycle Model. Presentation

@ CK Burns New Staff Meeting, September 19, 2016, Saco, ME.

Moody, M. (2017, December 19). Creating a culture of coaching to support teachers in every

school. Retrieved from https://edsource.org/2017/creating-a-culture-of-coaching-to-

support-teachers-in-every-school/591856

Obara, S. (2010). Mathematics coaching: A new kind of professional development. Teacher

Development, 14(2), 241-251. doi:10.1080/13664530.2010.494504

Rahmig, B. & Rodriquez, C. (2010). A coaching model in the transformation of mathematics

teachers to mathematics teacher leaders. Presentation @ NCSM Annual Conference,

April 19, San Diego, CA.

Rapacki, L. J., & Francis, D. I. (2014). I Am a Math Coach: Now What? Teaching Children

Mathematics, 20(9), 556-563.

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational

Researcher, 15(2), 4-14.

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The Role of Elementary Mathematics Specialists in the Teaching and Learning of Mathematics.

(2018). Retrieved September 17, 2018, from https://www.nctm.org/Standards-and-

Positions/Position-Statements/The-Role-of-Elementary-Mathematics-Specialists-in-the-

Teaching-and-Learning-of-Mathematics/