ERIC Number: ED465594
Record Type: RIE
Publication Date: 2001
Reference Count: N/A
The Emergence of Teacher Leaders through Professional Development.
Thornton, Carol A.; Langrall, Cynthia W.; Jones, Graham A.; Swafford, Jane O.
The PUMP Algebra Project was a systemic effort in a mid-size urban city focusing on professional development of middle school mathematics teachers, which had a long-term goal of enabling more minority students to be algebra-ready by the end of 8th grade. The development of teacher leaders was not a targeted focus of the Project; it was a major unanticipated benefit of the Project. Through summer content and pedagogical courses, academic year seminars, and classroom-level support, teachers began to provide leadership in their buildings with regard to four PUMP classroom strategies: emphasizing that mathematics is for all; engaging students in worthwhile mathematical tasks; enhancing students' mathematical discourse; and involving students in collaborative mathematical activities. These teacher leaders also played key roles in their district in revamping their lowest level high school mathematics courses, integrating technology into instruction, and adopting broader approaches to assessment. PUMP teachers also emerged as leaders in the Urban League-sponsored after-school and summer algebra programs for middle school students, a big brother/sister after-school mathematics mentoring program, the collaborative design of an applied mathematics student module with Caterpillar engineers, and the creation of an affiliate mathematics education group of the National Council of Teachers of Mathematics (NCTM). (Contains 12 references.) (Author/MVL)
Descriptors: Algebra, Early Intervention, Faculty Development, Mathematics Instruction, Mathematics Teachers, Middle Schools, Outreach Programs, Teacher Leadership
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Publication Type: Reports - Descriptive
Education Level: N/A
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Note: In: Developing Teacher Leaders: Professional Development in Science and Mathematics; see ED 451 031.