Va Math & Science Coalition

Math specialist programs are expanding in Virginia as more and more school divisions are seeking to improve student achievement by improving the quality of mathematics instruction through site-based mathematics specialists. Fifteen years of cooperative efforts between educators and policy makers to develop teacher leaders in mathematics are yielding exciting advances.

In recent years, the urgency to have school-based experts in teaching mathematics has risen. Virginia Standards of Learning (SOL) and Accreditation require students to build strong and diverse mathematics foundations in their elementary and middle school years and to earn Carnegie units in algebra and geometry for graduation. The federal No Child Left Behind Act monitors student mastery of these math standards every year and imposes sanctions on schools for failure. Today many K-8 teachers are called upon to teach areas of mathematics that have not been part of their college training.

Three universities (Virginia Commonwealth University, the University of Virginia and Norfolk State University), working collaboratively with the Virginia Mathematics and Science Coalition and several partner school divisions, have been awarded two large National Science Foundation grants to research the impact of mathematics specialists on teaching and learning and to prepare cohorts of elementary math specialists. A state Mathematics and Science Partnership grant awarded through the Virginia Department of Education is preparing elementary and middle school math specialists.

In five school divisions participating in one of the research grants, the first cohort of twelve specialists is in the second year of school placements; a second cohort will be placed in the 2007-2008 school year. While formal results of the research study are not yet available, feedback and data are rolling in. Principals, specialists, teachers, and researchers are positive and pleased. Each principal expressed high expectations for the specialist’s second year. Said one, “Next year will be even better than this first very good year because developing comfortable relationships requires a full year.”

The principals of the twelve elementary schools with the initial cohort were interviewed this past summer about the first-year impact of the specialists on their staff and students. They spoke frequently of the noticeable affects on teacher quality, attention to diverse learners, and energetic impact on classroom math instruction.

Principals found the specialists effective in improving weak or inexperienced teachers as well as long-term substitutes. One specialist teamed regularly with a new fifth grade teacher and, the principal observed, “As a result, that teacher will be a good math teacher next year.” Specialists also assisted teachers who had moved to a new and higher grade level, a so-called “hard jump up.” Several principals praised the specialists’ work in helping teachers and parents transition to a new math series.

Many principals appreciated their specialists’ help with the Virginia Grade Level Assessment used for certain students with disabilities as an alternative to SOL tests. One principal highlighted the specialist’s role in ensuring the individual assessment for each student was aligned with the grade level mathematics curriculum. Another specialist keyed in on her principal’s interest in both accelerated and remedial learning and instituted Tuesday-Thursday afternoon groups to prepare students to take algebra in middle school. Parents appreciated this attention.

The principals generally encouraged the specialists’ regular participation in grade-level planning team meetings. Pacing curriculum delivery was often mentioned as a team focus, as was using assessment data for planning lessons targeted to deficit areas. One specialist was described as “good at putting teachers at ease over their apprehensions about math.” Some specialists served on the school improvement team and more principals indicated their specialists would be added to this team next school year.

The specialists engaged in frequent group and individual staff development including coaching, mentoring, modeling/demonstrating lessons and co-teaching. Principals reported that, after some initial resistance, teachers soon became comfortable with their new colleague. In fact, said one principal, “The classroom teachers have been re-invigorated by the math specialist’s presence in the building. They were pleased with the in-house services.” Another noted, “She became a ‘source of comfort,’ especially at the upper grades.”

Math specialists are gaining favorable attention and reputation beyond the praise of principals. In 2006, the General Assembly commended Virginia school boards employing mathematics specialists in order to increase student mathematics achievement by increasing the quality of mathematics instruction. The Virginia Board of Education is poised to adopt a K-8 mathematics specialist endorsement requiring three years of successful teaching experience and completion of a master’s level program including at least 21 hours of mathematics coursework. At least six Virginia institutions of higher learning have such preparation programs in place now, training more mathematics teacher-leaders.

For more information about Virginia’s Mathematics Specialist Program, visit the Virginia Math and Science Coalition website at http://www.vamsc.org.

Or contact Vickie Inge, Director of Math Outreach, at the UVA School of Continuing and Professional Studies at vinge@virginia.edu.