Understanding the initial stages of initiating lead teacher positions in mathematics

In the last decade, influential groups have called for radical, pervasive reform of our nation's K–12 mathematics education programs. This reform calls for new goals for school mathematics; new views of mathematics, teaching, learning; and, a reconceptualization of who should have access to high quality mathematics education. Implementing reform of this nature and magnitude requires teachers to take on new roles as “lead teachers.” In addition to significantly increasing a school district's capacity to provide professional development and foster and support reform efforts, lead teachers are needed to lend credibility to the reform agenda.; While research exists regarding the work of lead teachers, little attention has been paid to how these positions get initiated. Creating lead teacher positions is not a straightforward matter. This study shows that how such positions are initially defined and enacted can have a significant impact on how effective the lead teacher can be.; This National Science Foundation funded study addressed the question: What supports and hinders the initiation of mathematics lead teacher positions to foster and support K–12 reform? This question was explored through a qualitative, in-depth study of what took place within the context of a major systemic reform project directed by the researcher. This Eisenhower-funded five-year project included the participation of four diverse school districts who had a common goal to improve the quality of mathematics education for all students in accordance with the National Council of Teachers of Mathematics Standards and the New York State Learning Standards. A major component of this project was the development of mathematics lead teachers to support these reform efforts.; This was a transformative action research study, i.e., the researcher was involved in the reforms being studied rather than an outside observer. It combines elements of several qualitative research methodologies, including ethnography and case study. The main products are: (1) descriptive stories showing how the districts created and enacted the first 10 months of lead teacher positions; (2) a set of questions to consider when initiating lead teacher positions; and, (3) a list of factors that support the initiation of mathematics lead teacher positions based on research in the four districts.