Elementary Mathematics Specialists: Preparation and Engagement in Teacher Leadership [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).

Autor/inn/en	Auslander, Susan Swars; Myers, Kayla D.; Tanguay, Carla L.; Bingham, Gary E.; Jackson, Shani
Titel	Elementary Mathematics Specialists: Preparation and Engagement in Teacher Leadership [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).
Quelle	(2022), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary School Teachers; Teacher Leadership; Kindergarten; Coaching (Performance); Preservice Teachers; Beginning Teachers; Communities of Practice; Faculty Development; Mathematics Teachers; Specialists; Mentors; Teacher Responsibility; College School Cooperation; Parent Teacher Cooperation; Urban Schools; Disadvantaged Schools; School Community Relationship; Partnerships in Education + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerfunktionsstelle; Junior teacher; Junglehrer; Community; Mathematics; Mathematik; Lehrverpflichtung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Hochschulpartnerschaft
Abstract	This 5-year mathematics professional development project involves 27 elementary teachers prepared and supported as Elementary Mathematics Specialists (EMSs) in high-need urban schools. They complete a university's K-5 Mathematics and Teacher Supporting & Coaching Endorsement programs and participate in Professional Learning Communities and individual mentoring. Described here are data collected at the end of Year 1, illuminating the ways in which they are engaging in teacher leadership, especially coaching. The EMSs are a distinctive population as informal teacher leaders, with a primary responsibility of teaching students. Central to the project is the university-school-community partnership, with findings illuminating reciprocity with mutual benefits, such as high quality clinical experiences for teacher candidates, coaching for novice teachers, and engagement with families and caregivers. [For the complete proceedings, see ED630210.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01