Introduction

• collaborating with the principal to develop clear, measurable goals for theirprofessional development – goals that focus on effective mathematics instructionand student achievement in math;• identifying their own learning needs and seeking out related learning opportunities,ensuring that their learning plans are related to the needs of their students asidentified through an analysis of classroom and school assessment results;• working cooperatively in professional learning teams to incorporate into their classroompractices new teaching and assessment strategies that are informed by research;• staying informed about current research related to effective mathematics instruction;• sharing their knowledge and experiences with other educators in their own andneighbouring schools;• participating in regular reviews of professional development plans that are informedby evidence of what is and what is not working to improve student performance;• accepting opportunities to work on board committees and to lead in-serviceworkshops.LEAD MATH TEACHERSThe term lead teacher is relatively new in Ontario, but it is widely used in jurisdictionsthat have implemented plans for improving student performance in particular areas, mostcommonly the areas of literacy and mathematics. Lead teachers are classroom teacherswho have acquired, or are acquiring, advanced knowledge and skills in the targetedsubject areas. Many district school boards have established an analogous role for teacherswho, for example, head up particular board initiatives (e.g., a “mathematics lead”) orserve as the key contact within a school for a particular area (e.g., a “curriculum lead”).Some examples of the kinds of roles and responsibilities lead teachers may take onin their school are listed below. It is important to note that the use of lead teachers isat the discretion of the individual boards, and wherever there is a lead teacher, thatperson’s role and responsibilities are determined by the school board and by theassignments made by the principal.By using the resources they have available to them, boards can extend and supportthe lead teacher’s role, and the responsibilities associated with it, to meet the board’sspecific needs. Boards may involve lead teachers in some or all of the following:• promoting professional development in the area of mathematics, modelling effectiveinstructional strategies, and mentoring/coaching teachers;• demonstrating how effective mathematics strategies can be used across thecurriculum in all subject areas;Achieving and Sustaining Improvement 11