Current through Register Vol. 35, No. 18, September 24, 2024
Leadership knowledge and skills:
A. The elementary mathematics specialist
takes an active role in their professional growth by participating in
professional development opportunities that directly relate to the learning and
teaching of mathematics and to their development as a mathematics instructional
leader, which may include professional networks, journals, and discussion
groups, among other opportunities. The opportunities shall also include
occasion to stay informed of:
(1) critical
issues in elementary mathematics;
(2) national, state, and school district or
charter school policy initiatives;
(3) research - and evidence-based best
practices for elementary math instruction;
(4) characteristics of high-quality
curriculum;
(5) features of
high-quality instructional materials; and
(6) qualities of superior professional
learning and best practices for designing adult learning
environments.
B. The
elementary mathematics specialist shall engage in and facilitate continuous and
collaborative learning, drawing upon research in mathematics education to:
(1) inform practice and enhance learning
opportunities for all students and teachers mathematical knowledge
development;
(2) design and
implement collaborative structures to build teacher capacity; and
(3) advance their own development and the
development of others as reflective practitioners in utilizing group processes
to collaboratively solve problems, make important decisions, manage conflict,
and promote meaningful change.
C. The elementary mathematics specialist
shall act and communicate professionally with school and school district or
charter school teams to assure high-quality mathematics instruction, including:
(1) evaluate alignment of instructional
materials to state standards and required assessments and make recommendations
for addressing learning and achievement gaps;
(2) engage in discussions and decision-making
to establish appropriate benchmarks for student learning goals from
K-6;
(3) review curriculum and
instructional materials for cultural and linguistic responsiveness and make
recommendations to enhance culturally and linguistically diverse students
access to high-quality mathematics materials;
(4) determine the suitability of mathematics
curricula and teaching materials (e.g., textbooks, technology, manipulatives)
for particular learning goals;
(5)
provision appropriate tools and resources targeted to specific individual
student needs;
(6) collaborate with
school-based professionals to develop evidence-based interventions for high-
and low-achieving students; and
(7)
collaborate with teachers and school administrators to secure additional
resources as needed to maintain high expectations in mathematics classes for
all students.
D. The
elementary mathematics specialist shall plan, develop, implement, and evaluate
professional development programs that assist teachers in using resources from
professional mathematics organizations and support teachers in systematically
reflecting and learning from practice.
E. The elementary mathematics specialist
shall establish and maintain learning communities, such as professional
learning communities.
F. The
elementary mathematics specialist shall mentor new and experienced teachers to
better serve students in terms of mathematics instruction and classroom
support.
G. The elementary
mathematics specialist shall nurture a culture of productive professionalism
by:
(1) modeling a growth mindset and
productive disposition toward mathematics teaching and learning for all staff
and students;
(2) supporting a
culture of reflection, refinement, and action focused on continuous improvement
in classroom best practices;
(3)
fostering a culture of collective responsibility and a school climate that
treats students as holistic beings;
(4) promoting the use of data analysis to
drive decisions around mathematics instruction; and
(5) communicating and working with school
staff, administrators, families, and various stakeholders to create mutually
beneficial partnerships and a shared vision of mathematics teaching and
learning.
