WE NEED ELEMENTARY MATHEMATICS SPECIALISTS NOW, MORE THAN EVER: A HISTORICAL PERSPECTIVE AND CALL TO ACTION

This article noted the need for urgency, response-wise in both understanding and implementing the Common Core State Standards for Mathematics (2010) while recognizing that elementary mathematics specialists are the “go-to” building and school-based leaders for addressing such an initiative. The article summarizes many of the important responsibilities of elementary mathematics specialists (e.g., mentoring/coaching, providing professional development, coordinating interventions) and provides a historical perspective identifying particular milestones in the development and support for mathematics specialists, including the dissemination of important policy-related related manuscripts and decisions. Examples include NCTM recommending state certification endorsement for elementary mathematics specialists (1984); Everybody Counts’ support for specialization in mathematics at the elementary school level (1989); NCTM’s Principles and Standards for School Mathematics suggesting exploration of models for elementary mathematics specialists and teacher leaders (2000); the National Mathematics Advisory Panel’s recommendation regarding elementary mathematics specialists (2008); and the NCTM/NCSM/AMTE/ASSM Joint Position Statement related to the Role of Elementary Mathematics Specialists in the Teaching and Learning of Mathematics. The article also discusses how states have become involved in using the varied policy documents and recommendations discussed to advocate for elementary mathematics specialist certification and the Association of Mathematics Teacher Educators’ (AMTE, 2009) guidelines for specialist accreditation and certification. Finally, the article also noted that many elementary mathematics specialists/coaches/instructional leaders are appointed to such positions without elementary mathematics specialist certification or proper vetting related to their content, pedagogical, and leadership knowledge and skills, and raised concerns about the limited research related to the impact of mathematics specialists/coaches/leaders, recommending research related to aspects of an elementary mathematics specialist’s responsibilities.