Teacher leaders – current or former classroom teachers working with other classroom teachers and other educators in the school or district – are present in many reform efforts in mathematics and science education. Teacher leaders may engage in a variety of practices that support classroom teachers’ implementation of instructional materials, such as giving demonstration lessons, providing professional development, or lesson planning. Teacher leaders can focus on a number of aspects of implementation, such as implementing materials with fidelity and negotiating what constitutes “mindful” rather than “mechanistic” use, promoting teachers’ understanding of the conceptual flow of the materials, or supporting teachers’ use of new pedagogical strategies. Regardless of the practices used or the focus of teacher leaders’ work with teachers, these efforts are intended to impact the extent and quality of teachers’ use of instructional materials in implementing the intended math or science curricula.
Practice-Based Insights on Teacher Leaders Supporting the Implementation of Instructional Materials
Advice from experienced practitioners offers guidance to those involved in teacher leader work that supports implementation of instructional materials. Insights provided by a group of expert practitioners with diverse backgrounds and experiences in working with teachers included the following ideas:
- Understand the issues – Teacher leaders need to become familiar with the content of the materials and how that content may be challenging for teachers and students.
- Why these materials? – Make sure that teacher leaders understand the philosophy and overall pedagogy of the instructional materials being implemented.
- Been there, done that – Advocate that teacher leaders have prior experience using the instructional materials they are helping classroom teachers implement.
- Ready or not? – Teacher leaders need to be able to help teachers understand and work through their reluctance to implement the instructional materials.
- Get priorities straight – Teacher leaders need to help keep teachers focused on the content and pedagogy of the new instructional materials.
- Support from the top – Secure administrator support for teacher leader work implementing instructional materials.
- Only the best – Support teacher leaders in advocating for the highest-quality instructional materials available.
Research on Teacher Leaders Supporting the Implementation of Instructional Materials
In a review of the published empirical literature, thirty one research studies were identified in which teacher leaders provided support to teachers’ implementation of instructional materials. These studies examined three aspects of this form of teacher leader practice. One set of studies investigated which practices teacher leaders engaged in when providing such support. Analysis across these studies revealed that teacher leaders used a variety of practices in their work with teachers to implement instructional materials. These findings were consistent in studies across grade levels and subject areas. Another set of studies examined the relationship between teacher leader knowledge and their support to teachers in the implementation of instructional materials. These studies, representing research across mathematics and science and a variety of grade levels, indicated that deeper knowledge of pedagogy and subject matter content impacts teacher leaders’ support to classroom teachers. A third set of studies investigated the impact of teacher leader support on classroom teachers’ implementation of instructional materials. These studies reported positive impact, although the type of impact and form of teacher leader support varied.
Mathematics and science reform efforts are often centered on specific student instructional materials. For instance, some districts may adopt inquiry-based science modules from Full Option Science System (FOSS) or STC to anchor their curriculum; or they might adopt Everyday Math or Investigations district-wide. In these cases, the work of teacher leaders is often focused on helping teachers understand and implement these instructional materials.
Experienced practitioners, including MSP program leaders, offered insights around strategies that teacher leaders can use to help classroom teachers improve their instruction. Data were collected and vetted through multi-round, online panel discussions with practitioners, as well as interviews and focus groups with MSP leaders. The insights below reflect general agreement among these practitioners on important considerations regarding teacher leaders supporting teachers as they implement new mathematics and science instructional materials. The insights include illustrative examples from their own practice. After reviewing these insights, you will be given an opportunity to share your own experiences with these strategies. The information you provide will be included in the analysis of insights and examples from other practitioners as this website is periodically updated.
Understand the issues – Teacher leaders need to become familiar with the content of the materials and how that content may be challenging for teachers and students.
To support teachers as they implement new instructional materials, teacher leaders need to become thoroughly familiar with the mathematics/science content of the materials, and how that content is developed in the instructional materials. This knowledge will help teacher leaders understand which content is likely to present new ideas for teachers and which content teachers may find challenging. A teacher leader’s deep knowledge of the science and mathematics content in the instructional materials helps in assessing the content knowledge of the teachers with whom they work. One MSP leader explained,
Every teacher benefits from thinking in new ways about the content and how different facets are related, and how to make connections among ideas. Those who “know the materials” can often miss the underlying ideas in their certainty. Others are unwilling to go new places if they do not think they are immediately relevant for their grade, and reluctant to think about why these ideas are important to learn for continuing growth rather than immediate use.
Experienced practitioners suggested that teacher leaders also understand how particular content/activities included in the instructional materials may be difficult for students and how to help teachers address those challenges. This knowledge will help teacher leaders support teachers in their efforts, making sure that students can both access the tasks and increase their understanding of important disciplinary ideas.
Insight in action
A group of full-time K-5 classroom teachers in a teacher leader cadre facilitated “structured use” workshops for teachers who were beginning to use Investigations. Before being selected as teacher leaders, these individuals were observed teaching an Investigations unit in their own classroom to make certain that they understood the philosophy and pedagogy behind the materials. Once the teacher leader cadre had been identified, they participated in professional development that modeled appropriate use of the Investigations materials, with in-depth attention to selected units to give teacher leaders opportunities to address content issues in the materials. This process helped teacher leaders identify lessons that might be difficult for the teachers to understand, as well as ideas with which students were likely to struggle. Teacher leaders also identified the main mathematics ideas in each lesson and worked together to describe the mathematical “storyline” of the unit. In addition, teacher leaders read and discussed professional articles about high-quality mathematics teaching and learning.
Why these materials? – Make sure that teacher leaders understand the philosophy and overall pedagogy of the instructional materials being implemented.
Experienced practitioners recommended a deep understanding of the philosophy and overall pedagogy of instructional materials, so that teacher leaders can make clear to teachers how the new materials contribute to student learning. In particular, teacher leaders need to help teachers understand how the new materials improve upon previously used materials. For teacher leaders, a solid understanding of the philosophy and overall pedagogy is more important than prior knowledge of specific units, since teacher leaders can gain logistical knowledge of units by working with teachers as they use the instructional materials. An MSP leader recounted how imparting this understanding of overall pedagogy of the instructional materials entailed “partly building networks across the grade levels so that the leaders had a sense of what the curriculum trajectory was supposed to be and how their instructional materials supported that trajectory.”
Insight in action
As part of collaborative reform efforts to improve K-6 science education across multiple urban school districts, a teacher leader was selected from each participating elementary school based on his/her knowledge of science. Their charge was to facilitate classroom teachers’ implementation of Insights materials. Teacher leaders participated with classroom teachers in professional development that went step-by-step through the lessons in each module. The teacher leaders then helped teachers implement the materials by teaching demonstration lessons, co-teaching lessons, planning lessons, assisting with preparation/cleanup, and supplying/refurbishing materials. In addition to attending module workshops, teacher leaders were trained in the philosophy of guided inquiry and the pedagogy of the instructional materials. They used their knowledge of the philosophy and pedagogy of the materials as a whole, as well as their knowledge of individual modules, to develop a broad understanding of the conceptual framework for each module.
Been there, done that – Advocate that teacher leaders have prior experience using the instructional materials they are helping classroom teachers implement.
Prior experience with the instructional materials that they are supporting will help teacher leaders understand the challenges the materials pose, and how to maximize the learning opportunities. Teacher leaders’ own experience with the instructional materials also lends credibility to their work with teachers.
If teacher leaders have not used the materials in their own classrooms, they can gain experience through a close review of the materials, observations of the materials in use, or team teaching with a teacher who is using the materials. This practical experience will help teacher leaders understand the philosophy and pedagogy of the materials, and recognize what aspects of the materials might be challenging to teachers and to students. As one MSP leader explained,
I don’t think a leader can help teachers use the materials if they have not, at a minimum, worked their way through every part of the materials, figured out for themselves how things connect and where the big ideas are. They might not have taught them all themselves, but they do need to have taught some of them or they just miss the boat.
Ready or not? – Teacher leaders need to be able to help teachers understand and work through their reluctance to implement the instructional materials.
Experienced practitioners acknowledged the reality that teacher leaders will encounter some teachers who are reluctant to use new mathematics and science instructional materials. Supporting these teachers can be challenging, but seeking to understand their reluctance will help develop rapport and may also facilitate mutual problem-solving about how to overcome the challenges the teacher anticipates. For instance, has the teacher had a negative experience implementing new materials? Does she question the content and pedagogy of the materials themselves? Or is she concerned about classroom management? Helping reluctant teachers confront these issues can promote greater willingness to use the instructional materials. As an MSP leader noted,
All too often, when people do something new, there is some resistance or reluctance – a fear of the unknown or a reluctance to move out of what has become comfortable. Teacher leader work can go a long ways to easing people through that phase and avoiding backlash against a new program. Doing something for the first time is difficult and people are bound to struggle, and even be less effective, initially. Teacher leaders (and administrators) should allow for this and expect some “back sliding” before new materials lead to improvements.
Get priorities straight – Teacher leaders need to help keep teachers focused on the content and pedagogy of the new instructional materials.
When they are implementing materials for the first time, teachers may focus on the mechanics of implementation (e.g., logistical and materials management issues). While attention to mechanics may be necessary in the initial stages of implementation, or as an entry point for teacher leader work with teachers, teacher leaders must “make sure that the mechanics do not overshadow the content and pedagogy” because a focus on content and pedagogy will help teachers “make sense” of what they are teaching. As an MSP leader explained,
Many new materials require new pedagogical approaches. So, in curriculum implementation efforts, too often new materials are acquired because they are “shown to be effective,” but teachers get insufficient support in terms of what kind of knowledge and skills they need to use those materials effectively. Teacher leaders can help teachers gradually deepen their knowledge of effective instruction required for these materials as they assist in implementation efforts.
Support from the top – Secure administrator support for teacher leader work implementing instructional materials.
The efforts of teacher leaders to support teachers’ implementation of new instructional materials is helped immeasurably when administrators show their support for teachers’ use of these materials. A clear show of support by administrators signals to teachers that implementing instructional materials is not just the concern of the teacher leader, but contributes to the school’s learning goals. Administrators can also convey that implementation of the materials is not an optional activity.
The depth and nature of administrator support may evolve over time. One practitioner noted that “it is rare to have administrators fully on board at the beginning of many mathematics reform efforts,” but emphasized the importance of administrators being “active participants” in the introduction and implementation of instructional materials. This support may take the form of communicating clear expectations to teachers about the use of the materials, providing resources to support the materials’ use (such as dedicated professional development time), and endorsement of teacher leaders’ work with teachers.
Only the best – Support teacher leaders in advocating for the highest-quality instructional materials available.
Teacher leaders can play a leadership role in helping their district or school adopt the highest-quality instructional materials available. Teacher leaders can help assess the existing materials, identify gaps and areas where students struggle, analyze what modifications or supplements would strengthen the mathematics or science curriculum, and work with teachers to select, obtain, and integrate any new materials.
While advocating for new, high-quality materials may be important, it shouldn’t preclude teacher leaders working with teachers “where they are” with their existing instructional materials. As one practitioner explained, “A teacher leader can still focus on helping teachers modify what they have to be much more effective, and work with teachers on using an instructional model in which to frame their teaching.”
Insight in action
In one MSP, teacher leaders were central to the success of curriculum adoption within their districts. Out of each of the three cohorts of teachers targeted, the MSP identified a set of teacher leaders (typically full-time classroom teachers). These teacher leaders were key to developing the critical mass needed to adopt new curriculum. They talked to colleagues and met with them in grade level meetings, recruited parents to come to public meetings, and brought new teachers “up to speed” with the curriculum. The teacher leaders themselves were characterized as strong teachers of Everyday Math by virtue of the standardized student test data that showed they “did well” compared to these classrooms not using Everyday Math.
If you are interested in how these practitioner insights were collected and analyzed, a summary of the methodology can be found here.
Teacher Leadership Matters
Empirical evidence shows that teacher leaders’ practice impacts teachers’ instructional practice and, in some studies, provides evidence of positive impact on student outcomes. Findings across studies include:
- Teacher leaders’ practice, particularly in providing instructional support to teachers, impacts teachers’ classroom practice.
- Teacher leaders’ practice occurs in a larger context of conditions that impact teachers’ practice.
- Teacher leaders’ practice is related to positive student outcomes.