Using the PRIME Leadership Framework to Support Emerging Leaders in a Professional Development Project

Using the PRIME Leadership Framework to Support Emerging Leaders in a Professional Development Project

Tracie McLemore Salinas (Appalachian State University, USA) and Kathleen Lynch-Davis (Coastal Carolina University, USA)
DOI: 10.4018/978-1-5225-3068-8.ch023


In this chapter, we describe how the Appalachian Mathematics Partnership (AMP) used the PRIME Leadership Framework (National Council of Supervisors of Mathematics, 2008) to inform professional development activities that respond to teachers' content and pedagogical needs and cultivate emerging mathematics leadership. The PRIME Leadership Framework fit philosophically with the goals of the project, identifying the reflective, knowledgeable leader, including teachers as classroom leaders, as essential to committing knowledge to action. Further, AMP aligned the leadership framework with its underlying principles for professional development of engaging teachers in meaningful content connected to classroom experiences and high leverage teaching practices, providing a model for how projects can embed meaningful interpretations of leadership in content-oriented professional development.
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Appalachian Mathematics Partnership Project Description

Funded by a state-level Mathematics-Science Partnership grant, AMP supported teachers in western North Carolina in improving student achievement in mathematics by realizing their visions of standards-based classrooms in grades 8 – 11. The AMP project was proposed initially as a partnership of Appalachian State University and seven area school districts but grew to include fourteen K-12 partners.

In mostly rural, mountainous northwestern North Carolina, participating districts reported common needs, namely content-specific professional development and increased awareness of current educational initiatives, including the implementation of Common Core State Standards for Mathematics (CCSSM). It is important to note that concurrent to this project, North Carolina had adopted the CCSSM and was in the process of developing an implementation and assessment schedule. Thus, teachers participating in the project were not just charged with implementing new teaching and learning strategies gleaned in professional development; they were also navigating significant curriculum changes on a fairly short timeline. To enrich the experience and promote collaboration and communication within and among districts, additional participants included instructional coaches, central office personnel, and other school and district-level personnel.

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