ERIC Number: ED448140
Record Type: RIE
Publication Date: 2000-Apr-28
Making Meaning of Teacher Leadership in the Implementation of a Standards-Based Mathematics Curriculum.
This qualitative case study examines the use of teacher leaders to support fellow teachers in the implementation of a standards-based mathematics curriculum. Empirical and theoretical research advocate that teacher leaders need to internalize and embody seven interdependent leadership roles in order to create real and sustained change. Data were collected via observations and interviews with two elementary teacher leader and classroom teacher pairs. Findings from this study show that four teacher leaders from two schools supported classroom teachers by providing administrative resource support and acting as a conduit for communication between teachers and district leaders. When additional funding was available from an outside grant, teacher leaders from one school embodied additional leadership functions of providing instructional and content knowledge support and developing mentoring relationships with teachers. The organizational structure provided by the outside grant enabled teachers and teacher leaders to examine good teaching practices in a mathematics classroom. As a result, teacher leaders from the funded school were able to provide instructional support as well as managerial support. Appended are: the conceptual framework, guiding questions for teacher leaders and classroom teachers, and the coding scheme. (Contains 76 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000).