EDUC 650 The_Roles_of_the_Math_Specialist_Final_Essay.2019.pdf

Running head: THE ROLES OF THE MATH SPECIALIST 1

The Roles of the Math Specialist

Hollie Partridge

A Math Specialist takes on many roles depending on the environment and the situation.

Demonstrating knowledge of mathematical concepts including procedural knowledge within all

domains, a math specialist must be able to efficiently communicate practical application as well

as professional expertise to colleagues and peers. Through observations, professional

development, or curriculum implementation a math specialist must continually seek to improve

student achievement through research-based instructional practices as well as creative strategies

to increase student engagement. They realize that a positive classroom environment can be

created and nurtured with providing students with structure and encouragement through

collaboration and interest-based activities using manipulatives or technology. A math specialist

can facilitate powerful discussions, centered around student data, reflecting on effective teaching

Mathematical Practice Standards by using a research-based curriculum aligned with Common

Core Standards. With each successful lesson identifying the needs of students, they can provide

support to general teachers who are then able to lead their students to mastery according to

predetermined learning targets. Both Mack and Smith are knowledgeable in all domains of

middle school mathematics and the implementation of effective, researched-based teaching

strategies.

Ensuring teachers have appropriate curriculum guides as well as access to a variety of

supplemental resources, Mack and Smith are likewise committed to providing teachers with the

necessary support for their students to be successful. Support is provided through email

communication or face-to-face meetings as well as through specific strategies taught during

Professional Development. Both Mack and Smith similarly plan and deliver PD according to the

needs of teachers so that they can efficiently deliver instruction as well as implement strategies

for struggling students. Both are active members of multiple professional organizations

committed to increasing teacher awareness and student achievement.

Creating a positive learning environment is essential in developing mathematical

learners. Mack and Smith feel as though all students can learn and that success will look

differently for all students. By providing a rigorous content aligned with Common Core

through AMSTI (Alabama Math, Science, and Technology Initiative) that include manipulatives,

calculators, and instructional support personnel as needed.

formative and summative data serve to highlight common misconceptions as well as provide

areas of success. In a similar manner, they believe that on-going assessments offer student

evidence of conceptual and procedural learning. They also think that student impact is

experienced through regular, positive interaction with the student. They feel that consistent

observations serve to alert teachers as to what type of student support is needed such as academic

support or encouragement.

Lastly, mathematical knowledge has been shown to increase through the various topics

presented through both formal and informal Professional Development. Mrs. Mack is directly

involved in training new teachers through the District’s New Teacher Orientation. This program

provides several checkpoints throughout the year discussing effective classroom management as

well as other necessary elements of a new teacher. Additionally, she provides support for all

teacher through providing training in our focus areas each year. Similarly, she provides all

teachers with training on the implementation of new curriculum and software as it becomes

available. Likewise, Mrs. Smith provides personalized training for individual teachers or small

groups of teachers based on their needs and areas of focus. She continuously builds professional

knowledge through both formal and informal weekly training with their Professional Learning

Communities.

mentoring new teachers as well as leading professional development and other necessary training

sessions for all teachers in all content areas. She supports and guides teachers in implementing

District-level building along with other Curriculum and Instructional Specialists in a variety of

contents. Most of her day is spent traveling to various schools across the District. She conducts

regular classroom visits to ensure new teachers are consistently incorporating Common Core

Standards as well as Mathematical Practice Standards. Analyzing the needs of new and veteran

teachers, she develops and presents Professional Development Workshops to focus on best

teaching practices as well as curriculum alignment. In contrast, Mrs. Jane Smith is a School-

based Instructional Coach, working alongside teachers in grades 3 through 5. She is a former

fifth-grade teacher leader focused on assisting teachers to increase student proficiency in math.

She spends her day visiting classrooms, helping teachers in developing, implementing, and

reflecting on instruction. Teachers are selected or volunteer to participate in Coaching Cycles

with Mrs. Smith based on the need to desire to improve. Through regular observations, she can

determine the implementation of Mathematical Practice Standards as well as curriculum

integration.

Mrs. Mack continually provides resources to teachers across our District, ensuring the

implementation of Common Core Standards in the classroom. Through observations and

coaching, she facilitates important discussions in which teachers can practice research-based

instructional strategies and reflect on data-based decisions. Communication with teachers is

lessons. Through coaching cycles, she works directly with teachers in their classroom for

consecutive days developing creative student grouping, instructional strategies, or classroom

According to Mack, a favorable classroom environment is centered around the interests

and skills of the students. Lessons should be engaging by providing activities based on student’s

learning preferences as well as driven by their interests. She believes that activities selected for

use in the classroom should be determined based on the needs and readiness of the student. In

contrast, Smith believes that much of the learning environment is a direct reflection of the

teacher’s attitude about mathematics. Therefore, she believes that weekly and daily collaboration

with teachers is necessary to create a mathematical mindset shift essential to a positive classroom

environment. She also believes that teacher collaboration is the most beneficial method to

provide students with developmentally appropriate activities.

Mrs. Mack and Mrs. Smith differ in their use of technology. While there are multiple uses

of technology, according to the Mack technology acquisition through technology has the most

significant impact on student learning. Interactive software along with virtual dictionaries

provide students with a visual, hands-on approach to learning new vocabulary as well as

connecting to their previous understanding. Nevertheless, Smith feels that the most considerable

use of technology is applied to the collaborative nature of email and professional development.

individual support given to teachers. Mrs. Mack works primarily with a beginning teacher or new

needed, depending on the areas of need for the teacher. At the same time, Mrs. Smith provides

continual support as the school Instructional Coach. She regularly attends weekly PLC meetings,

development.

NY, and Edgenuity provides students with practice in all mathematical domains including

Number and Operations, Algebra, Geometry, Measurement, and Statistics and Probability.

Although the Investigations curriculum was selected by our District for use at the elementary

level, Mrs. Smith has devoted many hours creating lesson plans that teachers can use efficiently

to increase student achievement. She continually provides additional support through weekly

grade-level meetings as well as individual support in classrooms. Working alongside an

instructional committee, she designed engaging lessons that build conceptual knowledge through

the use of various materials and effective questioning. She is dedicated to providing support to

all teachers so that all students can experience success in the math classroom.

Recently, Jane Smith was faced with the dilemma of supporting a teacher whose entire

group of students were at least one-grade level behind. Through many specifically designed

lessons involving the use of manipulatives as well as creative groupings, she was able to support

that teacher to close learning gaps. In those classrooms, she suggested the consistent use of

Number Talks (Parrish, 2010). Throughout these lessons, students have the opportunity to justify

with the instructor, letting the teacher know if they have a solution, need more time, do not

understand, or have multiple solutions. Incorporating Number Talks into a mathematics

Mathematics (NCTM, 2000), and Putting Research into Practice in the Elementary Grades:

Readings from Journals of the National Council of Teachers of Mathematics (NCTM, 2002). As

a result, Jane feels as though students leaving the Intermediate School are better prepared for the

rigorous middle school curriculum.

schools within the District and as the ability to share techniques, strategies, and creative

instructional practices with all teachers. Attending Professional Learning Committee meetings,

she facilitates powerful, reflective conversations regarding data, instructional practices, and

classroom management. She also spends time with each teacher, listening to concerns and

continually encourages them through words of affirmation.

The newly-adopted supplementary curriculum was introduced by Rhonda Mack.

(found at www.engageny.org), she took a risk proposing the District to support this application.

Recognizing the need for a more rigorous curriculum, she began the process of District-wide

implementation in all middle school classrooms. Modules found throughout this curriculum

provide students with various cognitively high demanding activities aligned with Common Core

supplementary materials has increased critical thinking skills among students as well as

deepened their content knowledge. The District’s math scores as measured by ACT ASPIRE data

Throughout both interviews, Rhonda Mack and Jane Smith demonstrated their

commitment to their profession through their multiple interactions with colleagues. Several

interactions involved listening to others and leading them to make decisions rather than merely

giving their opinion or giving instructions. Listening is a useful skill, enabling them both to

reflect on their practice as well as communication skills. Integrity allows each interaction with

either student or teacher to be filled with positive, affirming support, allowing the math specialist

to share God’s love and mercy. Lastly, both ladies know and understand their vital influence on

their school system and community. They are both a valuable resource to their surrounding

environment as well as their local body of teachers.

In conclusion, this interview experience assisted to satisify the description of a math

specialist and the many roles they serve within their schools. Having a solid mathematical

knowledge base of the mathematical practice standards as well as the progression of

mathematical content as it advances through various grade levels, math specialists are able to

provide additional strategies and instructional techniques to provide general teachers with

assistance to increase student achievement. A math specialist is also able to help teachers in

creating a positive classroom culture in which activities are differentiated and students are

supported through engaging lessons using a variety of manipulatives or tools. Each student is