DEVELOPMENT OF PROFESSIONAL VISION AND LEADERSHIP CONCEPTIONS

In this paper, we share some ways a cohort of 24 elementary teachers developed over the course of a 2-year elementary mathematics specialist (EMS) certification program. We analyzed pre-, mid-, and post-program interviews to document the development of teachers’ visions for high quality mathematics instruction and their views about themselves as mathematics leaders in their schools. We also conducted end-of-program focus groups with a subset of participants (n = 13) to ask about program elements that helped them develop as teachers and leaders of mathematics. Participants identified several common elements of the program as impacting their knowledge, practice, confidence, leadership, and vision, including specific course assignments and cultivation of a supportive community in the cohort.