School District Models: Mathematics Specialists, Coaches & Resource Teachers


Click name of district to view model:
Alexandria City (VA) Public Schools
Anne Arundel County (MD) Public Schools
Howard County (MD) Public Schools Somerset County (MD) Public Schools
Lodge Grass (MT) Public Schools Spotsylvania County (VA) Public Schools
Loudoun County (VA) Public Schools Stafford County (VA) Public Schools
Montgomery County (MD) Public Schools Talbot County (MD) Public Schools


School District: Alexandria City Public Schools

State: Virginia

Contact and Title: Susan Birnie (sbirnie@acps.k12.va.us)

Contact's Phone:
703-824-6680

District Address: Alexandria City Public Schools, Office of Curriculum and Instruction, 1005 Mount Vernon Avenue, Alexandria, VA 22301

Title of Specialist Position: Mathematics Coach

Level(s): K-8

Number of Specialists in District:
11

Number of Elementary Schools Impacted: 15

Approximate Number of Students Impacted: 8,000

Duties of Specialists:

  • 80% of the time is spent on the following:
    • Planning, co-teaching, debriefing with teachers with the goal of improving student learning and teacher practice
    • Planning and facilitating professional development based on assessed needs aligned with division goals, policies, and programs
    • Building leadership capacity among the teachers who then assist other teachers in improving instruction and student learning
    • Cultivating collaboration-site classrooms that become "laboratories" for teachers and coaches to study and spread effective instruction
  • 20% of the time is spent in math coach professional development and taking part in "Instructional Rounds" (Elmore, 2009) with other coaches, teachers, and administrators

Summary of Program:
Over the past year, ACPS has been planning a systemic approach to coaching. The role of the coach is seen as a change agent and culture builder for professional learning of adults in the building. This role translates into very specific activities and careful sequencing of entry steps for the coach and for creating "coaching cultures" in the school (Saphier and West, 2010).

The division model includes the following key processes and strategies:

  • The coaches work shoulder-to-shoulder with the teachers to improve student learning;
  • The building of a coaching culture in the schools;
  • A centralized and clearly defined model of instructional coaching;
  • The building of teacher leadership capacity; and
  • The centralized monitoring and evaluation of the initiative.

Program Impact and Research:

Achievement Data
Tremendous gains have been made in student achievement since ACPS initiated the math coach program. Seven years ago, only two schools were fully accredited by the state of Virginia. Currently, twelve of our thirteen elementary schools are fully accredited. The ACPS 2009 Virginia Standards of Learning Estimated Adjusted Passing Percentages at the elementary school level range from 75% to 97%. As to our AYP status, there are still major steps to be taken to meet the NCLB benchmarks for our subgroups. A goal for next year is for the math coaches to focus on supporting teachers in differentiating instruction to assure that all students are engaged in meaningful math activities appropriate to each and every student’s needs.

Teacher Data
With the support of administrators, the math coaches collaborate with individual teachers to sustain professional growth by focusing on the learning of mathematics content and pedagogy. Through teaming with teachers, the math coaches continually examine evidence of mathematical thinking and understanding by students. The math coaches have shown an impressive impact on the following:

  • Changing teachers’ attitude towards mathematics
  • Engaging teachers’ in planning important and challenging mathematics instruction
  • Guiding teacher’s in developing instructional strategies that emphasize understanding the mathematics
  • Helping teachers to value the importance of classroom discourse
  • Guiding teachers in using strategies that unpack student misunderstandings

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School District: Anne Arundel County Public Schools

State: Maryland

Contact and Title: Coordinator position currently vacant

Contact's Phone: 410-222-5464

District Address: Anne Arundel County Public Schools 2644 Riva Road, Annapolis, MD 21401

Title of Specialist Position: Mathematics Resource Teacher or Teacher Specialist

Level(s): 1-5

Number of Specialists in District:
4

Number of Elementary Schools Impacted: 78

Approximate Number of Students Impacted: 28,000

Duties of Specialists:

  • Facilitate collaborative grade level planning and small group follow-up in schools - 35%
  • Develop county wide resources (e.g., curriculum guides, benchmark assessments, topic tests, and teacher support materials) - 25%
  • Conduct ongoing professional development on math content and pedagogy - 20%
  • Oversee program implementation and provide non-evaluative feedback - 15%
  • Oversee data discussions about student achievement - 5%

Summary of Program:
Currently, each elementary school is assigned a math resource teacher or teacher specialist to support their needs. Each school's level of support was determined collaboratively between the math office and Office of School Performance. A variety of factors were considered in determining levels of resource support to include MSA data, county Benchmark data, teacher turnover, student mobility, socioeconomic factors and teacher capacity.

Program Impact and Research:

Achievement Data
Overall Maryland School Assessment (MSA) scores have improved during the past five years for grades 3-5; however, there is still more work to be done, especially in some student groups such as special education and students receiving Free and Reduced Meals (FARMS). During the 2008-09 school year, 75 out of 78 elementary schools met the Annual Measurable Objective (AMO) for mathematics.

Teacher Data
While no "formal" survey was conducted; through school based professional development, weekly planning sessions, monthly vertical team meetings, classroom visits, and follow up conferences, teacher improvement in content knowledge and pedagogy has increased as evidenced by the increase in MSA and County Benchmark scores. Most teachers look forward to meeting with their math resource teacher for support and assistance.

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School District: Caroline County Public Schools

State: Maryland

Contact and Title: Susan Harmon (susan_harmon@mail.cl.k12.md.us)

Contact's Phone:
410-479-2896

District Address: Caroline County Public Schools, 204 Franklin Street, Denton, Maryland 21629

Title of Specialist Position: Mathematics Resource Teacher

Number of Specialists in District: 6

Level(s): PreK-5

Number of Elementary Schools Impacted: 5

Approximate Number of Students Impacted: 2,500

Duties of Specialists:

  • Student intervention – 87%
  • Professional development with teachers – 10%
  • Developing assessments (pre-/post-assessments, district assessments) - 3%

Summary of Program:
The elementary mathematics resources teachers (MRTs) work with students needing intervention every day. They run small groups of "pull-out" sessions and "push-in" to other classrooms
. They change schools during the year if the data shows a greater need at any particular school. During the year, they work specifically with any new teachers or teachers who have changed grade levels. The MRTs help develop all district level assessments and the new scope and sequence that the district uses. It is based on the (Maryland) State Curriculum.

Each MRT has intimate knowledge of the State Curriculum. They work with it, use it to develop materials for their teachers to use, and spend time working with teachers to help them understand and use better strategies for teaching the State Curriculum.

The MRTs meet at least once a month with the elementary mathematics supervisor. At these meetings, work is done on district level mathematics tasks. The elementary MRT position is in its tenth year. Over the years, the group has participated in several book studies. Often, the MRTs take the learnings garnered from these studies and use them in workshops with the teachers.

The MRTs attend regional or national NCTM conferences to which they can drive by car (e.g., Atlantic City, Richmond, Baltimore, Washington, DC, Philadelphia). They attend the (Maryland) Quad-County Conference when it is offered. Several have participated in the Eastern Shore (MD) Regional Mathematics Grant. MRTs have presented sessions at the annual Maryland Council of Teachers of Mathematics (MCTM) conferences.

Four of the MRTs have both elementary and middle school teaching experience. Three were at one time Maryland School Performance Assessment Program (MSPAP) teacher specialists. Three have master's degrees in administration and supervision. One has experience as a special education teacher. All are strong mathematics teachers who have the personalities and skills to build trust and mutual respect with staff.

Program Impact and Research:

Achievement Data
The MRTs work specifically with students who are struggling in mathematics. Grades 3-5 students who work with the MRTs traditionally do well on the Maryland School Assessment (MSA). The proficiency rate for students who have worked with the MRTs ranges from 74%-82%. Over time, the number of children requiring MRT services has dropped in Caroline County. This includes children who are within a ten-point spread from the cut score of the Caroline County Mathematics Assessment.

MSA scores in mathematics continue to rise in Caroline County, with all five elementary schools reaching success with every subgroup population and as a whole. Caroline County Mathematics Assessment data continues to show that a greater percentage of students are successful each year.

The first two years the MRTs worked in the county, they were funded through a Goals 2000 grant. At that time they worked with six struggling students per grade level and there were only three MRTs. Now MRTs work with approximately 400 struggling students at some point during the year.

Teacher Data
Over time, teachers have made positive changes, which are believed to be related to the support of the MRTs. Teachers seek the advice of the MRTs when trying to determine how to positively impact student mathematical understanding. Almost every year, teachers complete a short survey that includes questions about the impact the MRT has on teachers and students. The responses are almost always positive. Teachers trust the MRTs to help them make mathematics exciting and important for and to their students.

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School District: Frederick County Public Schools

State: Maryland

Contact and Title: Nelson Palmer (nelson.palmer@fcps.org)

Contact's Phone:
301-644-5057

District Address: Frederick County Public Schools 7630 Hayward Rd. Frederick, Maryland 21702

Title of Specialist Position: Mathematics Teacher Specialist

Number of Specialists in District: 10

Level(s): PreK-5

Number of Elementary Schools Impacted: 36

Approximate Number of Students Impacted: 18,200

Duties of Specialists:
  • Mentoring and Supporting Tenured and Non-tenured teachers – 50%
  • Co-planning & Co-teaching – 15%
  • Overseeing Data Discussions About Student Achievement – 10%
  • Developing Countywide Resources (Including Countywide PD) – 20%
  • Working with Community and Families – 5%

Summary of Program:
Each math teacher specialist is assigned to support 3 or 4 elementary schools. Professional development and support is determined at the school level and varies year-to-year based on the needs of the school. Schools which have been identified as high-need receive an increased percentage of the teacher specialists time.

In addition to providing direct support to schools, each teacher specialist works on and/or leads a wide range of systemwide committees including differentiation, intervention, special education, etc.

The teacher specialists lead curriculum development workshops during the summer and take responsibility for publishing resource materials used in the FCPS.

Program Impact and Research:

Achievement Data
Over the last five years, individual schools have continually shown improvement in their overall scores on the Maryland School Assessments (MSA) for grades 3-5. Challenges still exist with some student groups. We are continuing to focus on the achievement of minority populations and our students who receive free and reduced meals and special education services.

During the 2008-09 school year, 34 of our 36 schools met the AMO for mathematics. AYP for individual student groups was met through the confidence interval at several schools. We will continue to focus our efforts on these student groups.

Advanced scores on the MSA continue to rise but at a very slow rate and gaps are not closing for sub-populations. Thus, raising the rigor in all classes is an additional focus.

Teacher Data
Data that currently exists is anecdotal. As we implement Investigations in Number, Data, and Space, teachers are demonstrating increased levels of content knowledge and pedagogy, as well as excitement for teaching mathematics.

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School District: Howard County Public Schools

State: Maryland

Contact and Title: Kay B. Sammons (kay_sammons@hcpss.org), Coordinator of Elementary Mathematics; William Barnes (william_barnes@hcpss.org), Coordinator of Secondary Mathematics

Contact's Phone:
410-313-6624

District Address: Howard County Public Schools, 10910 Route 108, Ellicott City, Maryland 21042

Title of Specialist Position: Mathematics Support Teacher (PreK-5), Mathematics Instructional Support Teacher (6-12)

Number of Specialists in District: 15 (elementary), 9 (middle), 2 (K-8), 6 (high)

Level(s): PreK-5, 6-8, 9-12

Number of Elementary Schools Impacted: 15 elementary, 9 middle, 1 K-8 school, 6 high

Approximate Number of Students Impacted: 4,750 elementary, 6,500 middle, 8,300 high (19,550 total)

Duties of Specialists:
  • Mentoring and supporting tenured and non-tenured teachers – 50%
  • Co-teaching – 15%
  • Overseeing data discussions about student achievement – 10%
  • Developing countywide resources including countywide professional development – 15%
  • Working with community and families – 5%
  • Assessing individual students – 5%

Summary of Program: The concept of providing mathematics [instructional] support teachers in specific elementary, middle and high schools evolved out of the need to provide on site professional development for teachers in mathematics content and pedagogy. Their main role is work with teachers to implement the best practices for mathematics instruction.

Program Impact and Research:

Achievement Data
Over the last five years, individual schools have continually shown improvement in their overall scores on the Maryland State Assessments (MSA) for grades 3-8. Challenges still exist with some student groups. We are continuing to focus on the achievement of our students who receive free and reduced meals and special education students.
During the 2008-09 school year, fourteen of the sixteen elementary schools who have Mathematics Support Teachers met the AMO for mathematics. AYP for individual student groups was met through the confidence interval at several schools. We will continue to focus our efforts on these student groups.

Teacher Data
Teachers from the schools served by elementary Mathematics Support Teachers were surveyed at the end of the 2008-09 school year using a pilot questionnaire. The majority of elementary teachers surveyed felt that the Mathematics Support Teacher provided them with professional development and resources that helped them teach mathematics. A deeper analysis of the survey data will be completed during the 2009-2010 school year.

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School District: Lodge Grass & Pryor

State: Montana

Contact and Title: David Stringfield (dvdstrngfld@aol.com)

Contact's Phone:
406-223-9824

District Address: Lodge Grass Public Schools Lodge Grass, Montana 59057

Title of Specialist Position: Instructional Coach

Number of Specialists in District: 1

Level(s): K-12

Number of Elementary Schools Impacted: 5

Duties of Specialists:

  • Leading curriculum teams - 30%
  • Modeling lessons - 10%
  • Coaching teachers - 30%
  • Assessing students - 10%
  • Evaluating programs - 20%

Approximate Number of Students Impacted: 120

Summary of Program: Implement individual teachers' professional growth plans, teacher collaboration, curriculum alignment projects, increasing student engagement and meeting improvement plan goals.

Program Impact and Research:

Achievement Data
Mathematics - All students proficient and advanced, May 2009, 40%.

Teacher Data
Not available (Teacher data being compiled)

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School District: Loudoun County Public Schools

State: Virginia

Contact and Title: Deborah Kiger Bliss (deborah.bliss@loudoun.k12.va.us)

Contact's Phone:
571-252-1340

District Address: Loudoun County Public Schools, 21000 Education Court, Ashburn VA 20148

Title of Specialist Position: Mathematics Teacher Trainer

Number of Specialists in District: 12

Level(s): K-8

Number of Elementary Schools Impacted: 63

Approximate Number of Students Impacted: 42,000

Duties of Specialists:

  • Co-teach model lessons in mathematics - 10%
  • Assist in mathematics planning and attend grade level meetings, when appropriate - 20%
  • Consult with the classroom teacher on differentiation strategies - 10%
  • Engage in research-based professional development and apply learned professional development practices - 20%
  • Provide professional development at the school and district level on mathematics pedagogy and content - 20%
  • Assist with the implementation of local, state, and federal mathematics initiatives (i. e., No Child Left Behind and the Virginia Mathematics Standards of Learning) - 5%
  • Work with the mathematics supervisor and mathematics specialist to evaluate and enhance the mathematics curriculum for Loudoun County Public Schools - 10%
  • Attend MRT as well as all elementary and middle mathematics contact meetings - 5%
  • Other duties as assigned.

Summary of Program: Not available

Program Impact and Research:

Achievement Data
Not available

Teacher Data
Not available

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School District: Montgomery County Public Schools

State: Maryland

Contact and Title: Karen Roberts (edward_nolan@mcpsmd.org), Supervisor, PreK-12 Mathematics

Contact's Phone:
301-279-3410

District Address: Montgomery County Public Schools 850 Hungerford Drive, Room 256 Rockville, Maryland 20850

Title of Specialist Position: Mathematics Content Coaches (PreK-5), Accelerated and Enriched Instruction-Mathematics Content Specialists (6-8)

Number of Specialists in District: 51

Level(s): PreK-5, 6-8

Number of Elementary Schools Impacted: 49

Approximate Number of Students Impacted: 35,000

Duties of Coaches:
  • Mentoring and supporting tenured and non-tenured teachers - 50%
  • Co-planning & co-teaching - 15%
  • Overseeing data discussions about student achievement - 10%
  • Direct work with students - 20%
  • Working with community and families - 5%

Summary of Program: Two groups for coach/specialists exist. Both are school-based, 10-month positions. Mathematics Content Coaches (MCC) work in PreK-5 schools and receive half-day professional development eight times per year, focusing on developing content knowledge and coaching skills. These coaches work with teachers in the models described above and may also teach a class of students or work with small groups. Accelerated and Enriched Instruction-Mathematics Content Specialists (AEI-MCS) work in grades 6-8 and are based in schools that are part of the middle schools reform initiative in our district. These specialists have similar responsibilities to their elementary school counterparts, as well as serving as the school mathematics resource teacher (aiding the administration and evaluation of the math department at the school). In both positions, no advanced degree as a mathematics specialist is required. Both positions provided professional development to their individual schools.

Program Impact and Research:

Achievement Data
Internal studies conducted from 2004-2007 show that students in Title I schools with a MCC performed as well as, and often surpassed their peers at comparable non-Title I schools on the Maryland School Assessment and Terra-Nova 2. The AEI-MCS position is in its third year. No systemwide data has been released.

Teacher Data

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School District: Queen Anne's County Public Schools

State: Maryland

Contact and Title: Richard McNeal, Supervisor of Secondary Mathematics (McNealR@QACPS.k12.md.us); Jackie Wilheilm, Supervisor of Elementary Mathematics

Contact's Phone:
440-758-2403 extension 124

District Address: Queen Anne's County Public Schools, 202 Chesterfield Avenue, Centreville, Maryland 21617

Title of Specialist Position: Mathematics Specialists

Number of Specialists in District: 12

Level(s): PreK-2, PreK-5, 6-8

Number of Elementary Schools Impacted: 12 (out of 14 - none at the high school level)

Approximate Number of Students Impacted: 640 (10%)

Duties of Specialists:

  • Provide student instruction - 70-80%
  • Small group intervention, coach teachers and para-educators, oversee intervention programs - 20-30%
Summary of Program: The mathematics specialists meet once a month as a whole group with the mathematics supervisor(s) for professional training. Assessment data from quarterly district assessments are reviewed, strategies for supporting student achievement on the Maryland School Assessment are discussed, suggestions for supporting teachers are shared, and concerns at local schools are discussed. These professionals work with content teams once each month, sharing professional development strategies to help students demonstrate mastery of mathematics skills, working with individual teachers as needed, arranging for visits to other teachers to view strategies being used, and facilitating small learning communities and common planning for mathematics instruction.

Program Impact and Research:

Achievement Data
Scores on the Maryland School Assessment and local accountability assessments have risen steadily for all students, especially the sub-groups in the elementary schools. Middle schools have shown a steady rise in mathematics scores and those ready to take Algebra I entering high school.

Teacher Data
The mathematics specialists have provided encouragement, support, and models for teachers (especially in elementary schools) who are not as comfortable teaching mathematics (Mathematics is not their "strong" content area.).

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School District: Red Clay Consolidated School District

State: Delaware

Contact and Title: Beth Gillis (beth.gillis@redclay.k12.de.us)

Contact's Phone:
302-552-3817

District Address: Red Clay Consolidated School District, 1502 Sprice, Wilmington, DE 19805

Title of Specialist Position: Math Cadre

Number of Specialists in District: 9

Level(s): K-5

Number of Elementary Schools Impacted: 14

Approximate Number of Students Impacted: 7,000

Duties of Specialists:
  • Professional development - 60%
  • Assisting in schools - 40%
Summary of Program: We serve Title I buildings based on scores from state math tests and/or eligibility for free and reduced meals. We observe, model and co-plan with teachers. We assist in data analysis and school improvement.

Program Impact and Research:

Achievement Data
N.A.

Teacher Data
N.A.

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School District: Riverside Local Schools

State: Ohio

Contact and Title: Karen LeScoezec (pa_lescoezec@lgca.org)

Contact's Phone:
440-639-5234

District Address: Riverside Local Schools, 845 Madison Avenue Elementary Painesville, Ohio 44077

Title of Specialist Position: Mathematics Coordinator

Number of Specialists in District: 3

Level(s): K-5

Number of Elementary Schools Impacted: 6

Approximate Number of Students Impacted: 1,100

Duties of Specialists:
  • Offering inservices & sharing of best practices - 45%
  • Modeling lessons in classrooms - 5%
  • Making new intervention programs (BOOST for kindergarteners and Extreme Team for 4th and 5th graders) - 20%
  • Informing and working with parents through newsletters, Family Math Nights, and websites - 15%
  • Coordinating district assessments and analyzing data - 15%
Summary of Program: Within our 6 elementary schools, we are coordinating our efforts. Karen obtained her Masters as a math specialist and has taught 10th-7th grade as a classroom teacher. She developed and ran an intervention program at the high school before taking this position 10 years ago.

Program Impact and Research:

Achievement Data
93% of the kindergarteners who were identified at the beginning of the year as being below benchmark, were at benchmark by the end of the year. Common math district assessments are given at 3rd, 4th, and 5th grades and curriculum map is completed for all grades to build coherency.

Teacher Data
Students enjoy lessons prepared and delivered by [the school's Mathematics Coordinator]. She is called the "mathlady". Teachers are having students take more responsibility for their learning by her suggestion of incorporating "I Can" statements. Attendance at Family Math/Science Nights continues to grow. It now is housed at the campus.

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School District: Roanoke City Public Schools

State: Virginia

Contact and Title: Julie Drewry (jdrewry@rcps.info)

Contact's Phone:
540-853-6052

District Address: Roanoke City Public Schools, 40 Douglass Avenue, Roanoke, VA 24012

Title of Specialist Position: Mathematics Coach

Number of Specialists in District: 5

Level(s): 3-5, 6-8

Number of Elementary Schools Impacted: 23

Approximate Number of Students Impacted: 7,000

Duties of Specialists:
  • Collaborate with individual teachers or teams of teachers through co-planning, co-teaching, and coaching - 40%
  • Assist teachers in interpreting data and designing approaches to improve student achievement and instruction - 20%
  • Promote teachers’ delivery and understanding of the district curriculum through collaborative long-range and short-range planning - 15%
  • Facilitate teachers’ use of successful, research-based instructional strategies, including differentiated instruction for diverse learners - 10%
  • Arrange for professional development through collaborative investigations or discussion groups with teachers - 2%
  • Conduct non-evaluative observations of teaching and learning to provide clinical supervision and improve instruction - 5%
  • Engage in research-based professional development and apply learned professional development practices - 1%
  • Assist in development of RCPS curriculum, instruction, and assessment resources - 4%
  • Prepare and deliver staff development activities related to the Department of Teaching and Learning and/or the Mathematics Department - 2%
  • Other duties as assigned by the Mathematics Supervisor - 1%
Summary of Program:
The mathematics coach provides support for teachers and schools for the Department of Teaching and Learning. Complex work is performed within specific departmental objectives and policies; each coach plans his/her own work and coordinates with others as necessary. Contacts are regularly and frequently made at all organizational levels within and outside the department to explain and implement programs and policies; considerable professional judgment is required.

A Master’s Degree with emphasis in mathematics education; A minimum of five years of successful full-time elementary teaching experience, preferably at more than one grade level, or any equivalent experience or training which would provide the required knowledge, skills, and abilities to complete the job requirements are preferred. Professional development leadership experience and participation in professional development opportunities related to mathematics and mathematics education are preferred. Eligibility for Virginia teaching license is mandatory.

Program Impact and Research:

Achievement Data
Prior to the use of the mathematics specialists in Roanoke City, approximately 5 years ago, less than half of all elementary and middle schools were fully accredited in mathematics. At this time, all but one of the elementary schools and all of the middle schools are fully accredited.

Teacher Data
Through inservices, weekly planning sessions, monthly horizontal and vertical team meetings, observations, and follow up conferences, teacher improvement in content knowledge and pedagogy has increased as evidenced by the increase in SOL scores. Teachers look forward to meeting with their coaches for support and assistance.

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School District: Somerset County Public Schools

State: Maryland

Contact and Title: Tracie Holland (tholland@somerset.k12.md.us)

Contact's Phone:
410-621-6243

District Address: Somerset County Public Schools, 7982A Tawes Campus Drive, Westover, Maryland 21871

Title of Specialist Position: Instructional Facilitators

Number of Specialists in District: 5

Level(s): PreK-8, K-12

Number of Elementary Schools Impacted: 5

Approximate Number of Students Impacted: 2,900

Duties of Specialists:
  • Coaching - 25%
  • Testing coordination - 25%
  • School improvement leadership - 25%
  • Professional development leadership - 25%

Summary of Program: The need for specialists stems from many areas with mathematics being only part of the need. This role in all places are served by some of the strongest instructional staff we have available. All have strong mathematics backgrounds, have been highly effective teachers, and for the most part, have several years of instruction under their belt. Accountability and testing have become major parts of the school system with quarterly (and sometimes more frequently) district level assessments coming and going through schools. There is the creation, revision and general handling of the assessments needed along with coordination of state testing. The data drives our instruction so these professionals help guide staff with their instructional decisions. All of this guides the school improvement process, which carries more accountability and documentation that is needed. The instructional facilitators also serve as quasi-administrators and conduct and gather data during classroom walk-throughs. They visit classrooms and are available to help teachers with lessons. They also offer professional development for the school in their area. These positions are critical to "getting the job done."

Program Impact and Research:

Achievement Data
Our district test scores have consistently improved. Mathematics has gone from 67.7% to 81.0% proficient + advanced on the Maryland School Assessment over the last five years in the elementary grade bands. The middle school grade bands have improved at a slower rate, increasing 17.5% over the past five years.


Teacher Data
It is difficult to point to the specialists as being the single factor in improvement. However, all staff are impacted: our walk-through data shows instruction has become more engaging and is targeted to better meet the needs of students through flexible groupings and differentiated instruction. Teachers and students are more on-task.

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School District: Spotsylvania County Public Schools

State: Virginia

Contact and Title: Dr. Jackie Getgood (jgetgood@scs.k12.va.us)

Contact's Phone:
540-834-2500, extension 1114

District Address: Spotsylvania County Public Schools, 8020 Riverstone Drive Fredericksburg, Virginia 22407

Title of Specialist Position: Mathematics Specialists

Number of Specialists in District: 10

Level(s): K-5, 6-8

Number of Elementary Schools Impacted: 23

Approximate Number of Students Impacted: 14,000

Duties of Specialists:

  • Collaboratively planning with teachers - 40%
  • Model lessons - 30%
  • Co-teaching - 10%
  • Presenting teacher workshops - 10%
  • Presenting at family math workshops - 5%
  • Attending specialist meetings - 5%

Summary of Program: The purpose of establishing a mathematics specialist cadre in Spotsylvania County Schools is to provide on site professional development for teachers in mathematics content and pedagogy. There is a strong need for this embedded PD due to the amount of mathematics content filtering down to the elementary school. The mathematics specialist primary responsibility is to work with teachers to implement the best practices for mathematics instruction. They serve as a coach, as a data analyzer, as a workshop presenter, as a co-teacher, and as a viable member of the school leadership team. Our specialists typically service 2 schools but this year, four of them also support 3 schools. Our specialists have all taken the required coursework establish through various grants in the state of Virginia. We have taken part in UVA, VCU, and UMD research on mathematics specialists. We first implemented this program (with 3 specialists) in school year 2004-05.

Program Impact and Research:

Achievement Data
Over the last five years, individual schools have continually shown improvement in their overall scores on the Virginia Standards of Learning State Assessments (SOL tests) for grades 3-5 and grade 8. Challenges still exist with some student groups and especially with grades 6 and 7. We are continuing to focus on the achievement of our students who receive free and reduced meals and special education students (SWD and ECD).

During the 2008-09 school year, fifteen of the seventeen elementary schools who have Mathematics Specialists met the AMO for mathematics and four out of our seven middle schools made the AMO. We will continue to focus our efforts on these student groups of SWD and ECD.

The UMD and VCU has produced research related to the mathematics specialist program in the state of Virginia over the past 5 years.

Teacher Data
Teachers from the schools served by Mathematics Specialists were surveyed at the end of the second year of implementation using a survey administered by our Program Evaluation department (See link to survey results). The majority of teachers surveyed felt that the Mathematics Specialist program is effective and needed, and that the specialists provided them with professional development and resources that helped them teach mathematics. A deeper analysis of the survey data will be completed in the near future.

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School District: Stafford County Public Schools

State: Virginia

Contact and Title: Debbie Delozier (ddelozier@staffordschools.net)

Contact's Phone:
540-658-6670

District Address: Stafford County Public Schools, 31 Stafford Avenue, Stafford, VA 22554

Title of Specialist Position: Elementary Mathematics Specialist

Number of Specialists in District: 15

Level(s): K-5

Number of Elementary Schools Impacted: 15

Approximate Number of Students Impacted: 42,000

Duties of Specialists:

  • Co-teach model lessons in mathematics - 10%
  • Assist in mathematics planning and attend grade level meetings, when appropriate - 20%
  • Consult with the classroom teacher on differentiation strategies - 10%
  • Engage in research-based professional development and apply learned professional development practices - 20%
  • Provide professional development at the school and district level on mathematics pedagogy and content - 20%
  • Assist with the implementation of local, state, and federal mathematics initiatives (i. e., No Child Left Behind and the Virginia Mathematics Standards of Learning) - 5%
  • Work with the mathematics supervisor and mathematics specialist to evaluate and enhance the mathematics curriculum for Loudoun County Public Schools - 10%
  • Attend MRT as well as all elementary and middle mathematics contact meetings - 5%

Summary of Program:
Not available.

Program Impact and Research:

Achievement Data
Not available


Teacher Data
Not available

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School District: Talbot County Public Schools

State: Maryland

Contact and Title: Marnie Stockman (mstockman@tcps.k12.md.us)

Contact's Phone:
410-822-0330

District Address: Talbot County Public Schools, 12 Magnolia Street, Easton, Maryland 21601

Title of Specialist Position: Title I Mathematics Resource Teacher

Number of Specialists in District: 1

Level(s): K-5

Number of Elementary Schools Impacted: 1

Approximate Number of Students Impacted: 100

Duties of Specialists:

  • Teach pull-out intervention and enrichment groups of Title I students - 100%

Summary of Program: The Title I Mathematics Resource Teacher is a highly qualified mathematics teacher who pulls small groups of students from their related arts or core classes for small group mathematics instruction.

Program Impact and Research:

Achievement Data
The district has started using a new program this year, so there is no current data.

Teacher Data
The mathematics resource teacher is used as a resource for other teachers in terms of data collection.

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Project Description

Programs
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