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Abstract:
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Siegmyer, Maryann. “Knowledge and Characteristics of Emerging Mathematics Teacher
Leaders: Becoming a School-based Middle School Teacher Leader.”
Unpublished Doctor of Education Dissertation, University of Houston,
May, 2011.
Abstract
Mathematics teacher leaders and their capacity to facilitate significant change
within secondary mathematics classrooms on a campus is affected by mathematics,
pedagogical content, curricular, and contextual knowledge. It is also influenced by
teacher leadership characteristics that support clear communication, reflective practices,
and the building and maintenance of collegial relationships with peers. Deep
understanding of instructional content, of effective practices that foster improved student
achievement, and of the coaching process and its practices aids their work with peer
teachers.
The study’s purpose was to describe perceptions about leadership characteristics
held by novice mathematics teacher leaders participating in a middle school master
mathematics teacher program. The study participants were candidates from a 17-member
cohort in a major urban southwestern university’s 24-month master middle school
mathematics teachers program, a collaboration between the departments of curriculum
and instruction and mathematics at the university to provide graduate courses and
associated embedded practicum-hours for this certification program.
Qualitative methodologies were used to infer what characteristics and dispositions
do emerging middle school mathematics teacher leaders perceive as important to their
work with peer teachers in a school-based learning situation, and the alignment of these
perceptions with state and national standards for mathematics educational leaders.
The study found that characteristics that all of the participants valued for their
future work as school-based teacher leaders were approachable, collaborative, and
reflective. Aspects of these three attributes were cited by all, but several also commented
about their understanding and valuation of others. These perceptions were in alignment
with several of the characteristics prominent in the state’s recommendations regarding the
work of mathematics teacher leaders. The participants indicated that other characteristics
might develop or be of more value later in their careers. Their understanding of the
principles and the action indicators of national standards for mathematics teacher leaders
was not as clear.
The study provides information of potential value about the development of
emerging mathematics teacher leaders to state and national agencies and researchers, to
professional development providers, to universities working with pre-service and inservice
mathematics teachers, and to individual campuses and school districts. |