The Role of Teacher Leadership for Promoting Professional Development Practices

Introduction

The authors’ of this chapter explore the development and growth of ten mathematics’ teachers and one program director in a University-based mathematics professional development organization that has been established for over ten years in Northern California of the United States of America. Teacher leaders’ profiles, motivations and beliefs about mathematics practices were examined to determine what elements of belonging to a professional mathematics development organization shaped their classroom practices and role as a teacher leader in a professional development organization. Interviews with the director of the organization were conducted to gain insight to the evolution and progression of the organization through social changes, political policies and reform efforts. The organization capitalizes on the idea of “teachers-teaching-teachers” and the human desire of belonging, to grow and sustain teacher membership. The approach to a teacher-centered professional development is teacher-driven and created and rooted in a constructivist approach of learning whereby participants construct knowledge about how children best learn mathematics through active techniques such as applying approaches to their classroom practice and demonstrating practices and student work for feedback and replication. Further, participants share their ideas with colleagues in informal group meetings and demonstrate their best practices at professional development seminars to share with other teachers for investigation.