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A number of national reports focused on improving student learning in mathematics, coupled with strengthening teachers’ understanding of mathematical concepts, have begun to call for the placement of Mathematics Specialists in elementary schools, K-6. These reports [ 1,2,3,4] have converged around a common idea. Each report calls for a mathematics specialist or a mathematics teacher-leader to be placed in elementary schools to be a resource in professional development, teaching, curriculum development, assessment, and parent and community education to improve the teaching, learning, and assessment process. The NCTM Principles and Standards of School Mathematics (PSSM) [1] states: “There is an urgent and growing need for mathematics teacher-leaders—specialists positioned between classroom teachers and administrators who can assist with the improvement of mathematics education.”

Research indicates that school reform that raises all students' performance must be school-wide and begins with highly qualified teachers, but it also must address school culture and expectations [5]. Using lead teachers, Hanover County Virginia has achieved strong improvements on state tests [6]. Albuquerque , New Mexico has improved student learning, including special education students and students from low socio-economic backgrounds, by implementing a mathematics teacher leader program that builds teacher expertise in mathematics, research on how children think about and learn mathematics, and assessing children's mathematical thinking. In 2001, 90% of the special education students in Albuquerque out performed their control group peers [7]. The National Center for Improving Student Learning and Achievement in Mathematics and Science [8] reported in fall 2002 on a 3-year study by Gamoran of 15 school sites where significant instructional change and professional development occurred. Participating teachers reported that the most important resources in the change process were time spent planning and learning with other teachers and collaboration with experts inside the school. When supported by the school, the specialist model provides content-focused work linked to the problems facing a school, that is rooted in the curriculum, that can be sustained, and that is delivered at the teachers' work place. These features are ingredients of successful teacher development. Cohen and Hill [9] present evidence that when elementary teachers had such experiences their students achieved significantly more than students in other schools. Indeed, an analysis of the benefits of the components of a recent systemic reform effort addressing elementary mathematics in Baltimore found value-added impact on student achievement when expert mathematics specialists were consistently placed in schools [10]. In theory, Mathematics Specialists can provide school-based professional development, meeting Little’s [11] call for collective, collaborative participation that addresses crucial problems with persistence while contributing to professional habits and to what Lord subsequently termed “critical collegiality” [12]. But we need to know much more about the challenge that school-based professional developers face as they work with groups of teachers attempting change [13].

Following substantial pilot activities in a growing number of school systems throughout Virginia , in June 2003 the Virginia School Board approved the creation of a license for Mathematics Specialists 1. In addition it stated that it was the intent of the Board to include funding for Mathematics Specialists in the Virginia Standards of Quality, which form the basis for state funding of education in Virginia ! This major development creates a wonderful opportunity for Virginia ’s schools and for Virginia ’s students. To capitalize on this opportunity, we need to develop strong programs to prepare and support Mathematics Specialists and make these programs available to prospective Mathematics Specialists across the state. In addition, we need to understand more fully the impact of Specialists, understanding what features make Specialists effective. If, indeed, Specialists can catalyze increasing student learning and achievement in the ways that we believe possible, we must provide evidence of this increase in ways that are credible to mathematics educators and to policy makers at all levels (state and local school board members, legislators, and administrators). This is our opportunity and we must act in a timely, deliberative, public and effective manner.

[1] The Virginia Board of Education has approved the creation of a license for mathematics specialist in both elementary and middle schools. However, this project focuses on specialists based in elementary schools. ▲back

[2] PI Reuben Farley was the founding President of the Coalition, Bill Haver served a term as Coalition President and CoPI Loren Pitt is the current President. CoPI Vickie Inge is currently a member of the Coalition board and CoPI Bill Bosher was an ex-offico member during his term as Superindent for Public Instruction in Virginia . ▲back

[3] PI Reuben Farley was PI of the Virginia CETP program and co-PI Phillip McNeil was chairman of the Steering Committee of the project. Carol Rhodes-Nelson, Bill Haver, CoPI Loren Pitt also played leadership roles in the Collaborative (see section on previous support). ▲back

[4] The first support was provided by the Exxon Foundation and more recently, after a corporate merger, by the Exxon Mobil Foundation. ▲back

[5] A portion of this report is included in the Appendix (view the taskforce report). ▲back