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What is EMS and TL Leadership Framework

Chapter 13
Professional and Ethical Consideration for Early Childhood Leaders
The Elementary Mathematics Specialists and Teacher Leader (EMS & TL) Project was founded in 2009 and continued through 2018. The Brookhill Institute of Mathematics supports the project. The project has expanded beyond Maryland and now maintains a well-respected clearinghouse for mathematics specialists throughout the nation. The project also supports the collaborative work of a core group of central Maryland’s elementary mathematics specialists who reflect on successes and challenges in their own work as a math specialist. The project continues to expand opportunities for elementary mathematics specialists at a national level by providing professional development for the specialists at the National Council of Supervisors of Mathematics (NCSM) and the National Council of Teachers of Mathematics (NCTM). The project continues to examine the impact of the work of mathematics specialists.
Published in Chapter:
Becoming a Mathematics Specialist Teacher Leader: Impact Stories From Early Childhood Teachers
Diana Piccolo (Missouri State University, USA) and Joann Barnett (Missouri State University, USA)
Copyright: © 2020 |Pages: 18
DOI: 10.4018/978-1-7998-5089-2.ch013
Abstract
This chapter will examine the impact of developing mathematics teacher leaders after completion of the Mathematics Specialist graduate certificate program. Specifically, it reviews how their teaching of mathematics changed and what factors helped them to become teacher leaders in their school and district. The chapter will include three parts. The first part will focus on what an elementary mathematics specialist is and why there is a need for leadership in this area within schools and districts. The second part will describe testimonials and stories of graduates of the Mathematics Specialist graduate certificate program and what impact it had on their teaching of mathematics and becoming a mathematics specialist leader. The third part of the chapter will conclude with the mathematics leadership framework and examine the characteristics and challenges these teacher-leaders face as both early childhood teachers and mathematics leaders.
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